Educación en tiempos de pandemia: reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador

Tejedor, Santiago; Cervi, Laura; Tusa, Fernanda; Parola, Alberto

doi:10.4185/rlcs-2020-1466

Cited by 144 publications

(169 citation statements)

References 30 publications

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“…Studies have shown that students establish a direct relationship between teaching quality and the materials utilized for developing the different teaching-learning processes [40][41][42][43][44][45].…”

Section: Materials Resourcesmentioning

confidence: 99%

Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

2021

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A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.

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Section: Materials Resourcesmentioning

confidence: 99%

Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

2021

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“…In the current scenario, the use of Information and Communication Technologies represents an important step towards innovation [6] since ICTs bring us closer to new possibilities of knowledge distribution and acquisition of skills and new competences, and can also favor constructivist and collaborative learning [7]. The issue of digitization of higher education has opened a broad academic and professional debate [8][9][10] to detect where the forces of change and educational innovation goals should be directed [11,12] under the principle of improvement based on evidence and systematization of experiences which promote active citizenship and contribute to the development of the learner [13]. In this sense, the open innovation perspective highlight universities as capable agents driving innovation and fostering economic development providing knowledge flow [5].…”

Section: Introductionmentioning

confidence: 99%

Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation

Tejedor

Cervi

Pérez-Escoda

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.

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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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Educación en tiempos de pandemia: reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador

Cited by 144 publications

References 30 publications

Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation

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

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