El progreso del mundo digital ha generado un cambio radical en la manera de acceder y transmitir el conocimiento. El aprendizaje ha dejado de ser una actividad interna e individual para pasar a ser una actividad colectiva y en red. Este artículo describe los resultados de un estudio cuantitativo que tuvo como objetivo analizar las percepciones y valoraciones de estudiantes de la Universidad de Lleida en relación con la implementación del modelo flipped classroom. Se aplicó un cuestionario diseñado ad hoc. Los datos se recogieron de manera longitudinal durante dos cursos académicos, 2015-2016 y 2016-2017. La muestra del estudio fue de 259 participantes. Los resultados muestran que mejoró la experiencia de aprendizaje y su efectividad, siendo los resultados más positivos en los estudiantes de mayor edad. De entre las conclusiones destacamos que este modelo genera una mayor motivación entre los estudiantes, pero al mismo tiempo mayores niveles de corresponsabilidad y compromiso en estudiantado y profesorado. The progress in the digital world has generated a radical change in the way to access and transmit knowledge. The learning process is no more an internal and individual activity; nowadays is a collective activity in the network. This article describes the results of a quantitative study which purpose was to analyse the students’ perceptions and valuations regarding the implementations of the flipped classroom model. An ad hoc questionnaire was designed. Data were collected longitudinally during two academic years, 2015-2016 and 2016-2017. The sample of the study was 259 participants. Results show that in general learning experience and its effectivity improve, being the most positive results in the older students. Among the conclusions we highlight that the model improves students’ motivation but it requires high levels of responsibility and commitment in both students and teachers.

During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before and after the pandemic, as well as their perception of its impact. A documentary analysis was performed of the continuous training programs for professors. Posteriorly, an enquiry was made about the perception of impact of this training, through a descriptive and inferential analysis with the use of a questionnaire designed ad hoc. Results indicated an increase in training associated with institutional digital tools, online evaluation, and design of online courses. The efforts by the professors to implement the knowledge acquired is underlined, with a higher perception of impact observed in the areas of Social and Legal Sciences and Arts and Humanities. In addition, the main difficulties perceived were the lack of time for adapting their practice of teaching with the knowledge acquired, as well as the complexity of performing an online evaluation. It is concluded that there is a need for continuous training programs that help establish support networks and collaboration between professors for the improvement of teaching, and in which one of the priorities is online evaluation.

RESUMENEl presente artículo analiza el efecto e impacto que las prácticas curriculares (Prácticum) de los Grados de Educación Infantil y Primaria generan en las personas y en las instituciones implicadas (escuelas y Facultades de educación) en opinión de responsables institucionales, tutores y estudiantes. Desde una perspectiva cualitativa y descriptiva, se ha llevado a cabo un estudio de casos múltiple en 16 centros educativos que acogen estudiantes en prácticas de tercero y cuarto curso de la Universitat

The main objective of the study was to evaluate the interactions between students and schoolteachers during recess before and after the COVID-19 pandemic in primary schools in Catalonia (Spain). In a first phase, using an observational methodology, the behaviors of adults and students were diagnosed according to the type of school. The sample consisted of 23 schools, with 69 observations at different times of the school day. The COVID-19 outbreak made it necessary to extend the present study to identify changes in school recess forced by the pandemic. In this second phase, 34 school schoolteachers were interviewed. The results show little or no adult involvement during recess, beyond mere supervision, and the need for training to improve school recess management. Regarding the changes made during the pandemic, it is concluded that there was a good implementation of protocols, an increase in organization and a reduction in conflicts. The design of school recesses with the participation of schoolteachers and students is important, although during the pandemic, this idea has taken a back seat, with schoolteachers assuming the role of dividing groups and spaces, and supervising transitions. We emphasize the importance of training students to be more proactive in conflict resolution, to ensure self-care and individual and collective responsibility.

Interaction is a basic element in any educational process, and it is something that needs to be reconsidered in the light of technology. In order to examine the methodological changes that ICTs bring to teaching from an interaction perspective, a study was carried out at the University of Lleida to observe interaction processes in various face-to-face, blended learning and e-learning subjects. The methodological design was based on three data collection techniques: documentary analysis of subject curricula, lecturer and student questionnaires, and lecturer interviews. The data showed that, as the online component of subjects increased, the lecturers and students used more technological tools to communicate (e-mail, forums, chats, social networks, etc.). Furthermore, we found that the lecturers and students basically communicated for academic purposes. While they hardly ever communicated for personal reasons (guidance, support, etc.), they claimed that closer contact with a non-academic focus would be preferable. We also observed that the students' work was more individual in e-learning subjects. Although there is still a considerable way to go in ICT-mediated lecturer-student interaction, both the lecturers and students recognise the potential of such technologies, even though they still do not use them as they feel they should.

Palabras clave: Tecnologías de la información y la comunicación, Herramientas, Programas, Dominio, Educación superior.

El desarrollo del modelo flipped classroom en la universidad: impacto de su implementación desde la voz del estudiantado

El objetivo del estudio que se presenta es analizar las actividades formativas que el profesorado universitario realizó para hacer frente al período de crisis provocado por la COVID-19, en cuanto a las temáticas formativas en que se interesaron, su percepción de los aprendizajes adquiridos y sus intenciones de transferencia de estos aprendizajes. Utilizando una metodología cuantitativa, se diseñó un cuestionario ad hoc en forma de escala Likert. Los resultados muestran que, durante este período excepcional, los docentes se centraron principalmente en formarse en conocer las herramientas tecnológicas institucionales y en la aplicación de diferentes estrategias metodológicas. Además, su percepción fue que mejoraron las competencias digitales, así como las relacionadas con la docencia en línea. Finalmente, mostraron interés en transferir sus aprendizajes para aplicar en sus clases metodologías relacionadas con la formación virtual. Consideramos que las universidades deben seguir aprovechando el impulso y seguir apostando por formar a su profesorado en la implementación de métodos docentes que incorporen de forma decidida las tecnologías que generen mayores niveles de resiliencia para afrontar situaciones de emergencia como las vividas. Palabras claves: Formación del profesorado universitario; Formación permanente; Docencia en línea; Competencia digital docente; COVID-19.