Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador

Tejedor, Santiago; Cervi, Laura; Pérez-Escoda, Ana; Tusa, Fernanda

doi:10.3390/publications8040048

Cited by 181 publications

(177 citation statements)

References 28 publications

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“…Teachers were found incompetent in designing interesting lesson and make available online for students to learn. This finding corroborates with research which reported that teachers did not have appropriate digitals kills to manage online classes (Tejedor et al, 2020). Similarly Heng and Sol (2020) pointed out that the success of online learning depends entirely on technological devices, the internet and the user.…”

Section: Discussionsupporting

confidence: 83%

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Wangdi

Dema

Chogyel

2021

IJODS

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The outbreak of COVID-19 has affected every aspects of human life around the globe. Education is one of the sectors that has been severely affected due to the outbreak of coronavirus. Schools in more than 190 countries got shut down to break the chain of coronavirus. Therefore, this study was aimed to examine the perspectives of Bhutanese students towards online learning amid COVID-19 pandemic. The study employed mixed method to triangulate the data and solidify the findings. A total participants of 200 day scholar students of the school was selected through purposive sampling. Data collection was carried out using survey questionnaire and interview questions and analyzed based on descriptive statistics and thematic analysis. The findings of the study disclosed that the cost of internet in Bhutan is too expensive for students and the teachers were not well-equipped with knowledge and skills to manage online classes. The study also showed that about 70 percent of participants do not have their own personal smartphones/laptops to attain online classes. Thus this study recommend ministry of education to provide workshop for teachers to enhance their digital knowledge and look at the possibilities to reduce the cost of internet for the benefit of our students.

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Section: Discussionsupporting

confidence: 83%

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Wangdi

Dema

Chogyel

2021

IJODS

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“…Just because their children are familiar with digital devices, many parents expect their children to be proficient enough to enroll in online or electronic learning, which often proves not to be the case (Akçayır, Dündar, & Akçayır, 2016;Kirschner & De Bruyckere, 2017;Nowak, 2019;Yong, Gates, & Harrison, 2016). In this sense, the situation brought about by the covid-19 pandemic has shown more clearly than ever students' lack of digital competence (Iivari, Sharma, & Ventä-Olkkonen, 2020;Tejedor, Cervi, Pérez-Escoda, & Jumbo, 2020).…”

Section: Covid-19 and E-learningmentioning

confidence: 99%

“…The other students, at all educational levels, were mostly assigned tasks to complete at home, and no inperson exams were allowed, due to the above-mentioned lockdown (Area-Moreira, Bethencourt-Aguilar, Martín-Gómez, & San Nicolás-Santos, 2020). Although this situation fostered students' autonomous learning and their digital competences increased (Gonzalez et al, 2020) it was evident that students and teachers were not provided with the necessary electronic resources and online tools due to the fast improvisation made necessary by the sudden lockdown (Ramos-Morcillo, Leal-Costa, Moral-García, & Ruzafa-Martínez, 2020;Tejedor et al, 2020).…”

Section: The Educational Organization Due To Covid-19 In Spainmentioning

confidence: 99%

E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students

Miravet

Valentín

Alegre

2021

Journal of Education and e-Learning Research

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The covid-19 pandemic has significantly altered the organization and scheduling of high schools in Spain. Due to pandemic restrictions, most students from grades 9 to 11 come to class only on alternate days. In this situation, e-learning and distance learning have gained prominence as necessary methods of instruction. In this study 68 students from grades 9 and 10, attending on alternate days, participated in an online teaching experience for the first time in their lives. This took place during the first trimester of the 2020-2021 academic school year. On days when they did not attend class in person, students were expected to watch the mathematics classes which were broadcasted live via YouTube. Students could either watch the classes live and ask the teacher questions via an online chat, or alternatively, they could watch the pre-recorded classes at a later time. The two options were analyzed using quantitative and qualitative methods. Results showed a continuous decrease in the number of students who preferred the first option, switching progressively from online live classes to pre-recorded classes as the weeks passed. The qualitative results explained this progressive decrease as students preferred to watch the teacher's explanations several times. Although e-learning is absolutely necessary in the 21st century, and especially during the current pandemic, controlling students' level of application to distance work and online learning is still a challenge.

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“…This transformation of the education system is the response needed to meet two significant demands: The need to adapt to a global world and the evolution of a knowledge society [9]. Today, a third demand has been added, the need to adapt to a global pandemic context [10,11]. In fact, the emergence of new technologies has already introduced novel approaches to education: New training modalities (such as e-learning and blended learning) and mass education (such as mass and open online courses-MOOC); new ways for collaborative learning among students (WebQuest, project-based learning); improvement in the acquisition of skills with access to large amounts of information; changes in the roles of teachers and students; methodological changes (flipped classroom), etc., [12].…”

Section: Introductionmentioning

confidence: 99%

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

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The main objective of this study is to present a teaching–learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching–learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

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Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador

Cited by 181 publications

References 28 publications

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

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