Experiences of undergraduates’ emergency remote education in Mexico

Balderas-Solís, José; Hernández, Ramón Ventura Roque; Hernández, Rolando Salazar; López-Mendoza, Adán

doi:10.1080/2331186x.2021.2000846

Cited by 13 publications

(9 citation statements)

References 17 publications

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“…Student+teacher interaction, from which especially individual feedback is highlighted (66), was also supported by most of the used web resources. Students' interaction with nature is essential for both physical (67) and mental health (68) and should be one of the goals of science education.…”

Section: Discussionmentioning

confidence: 99%

“…Interaction with peers is very important and it was challenging to maintain it during lockdowns (65); therefore, it is good news that the teachers recommended the web resources encouraging student+student interaction. Student+teacher interaction, from which especially individual feedback is highlighted (66), was also supported by most of the used web resources. Students’ interaction with nature is essential for both physical (67) and mental health (68) and should be one of the goals of science education.…”

Section: Discussionmentioning

confidence: 99%

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Identifying key features of digital elements used during online science practicals

Janštová

Novotný

Chlebounová

et al. 2023

Preprint

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As in everyday life, we use more digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable on identifying and measuring their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe digital resources on which teaching online science practicals during COVID-19 forced lockdowns were built. We identified their key characteristics, as part of the Erasmus+ project ‘My Home – My Science Lab’, where science teachers in Slovakia, Czechia, Slovenia, France, and Spain shared web resources they used and would recommend and why. We recorded 89 inputs representing 50 unique web resources. Teachers preferred free web resources, mostly for knowledge revision, and newly discovered half of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The web resource most frequently mentioned and used in all countries was PhET (Interactive Simulations for Science and Math) providing free science principles simulations. Other characteristics mentioned in the literature (eg., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Identifying key features of digital elements used during online science practicals

Janštová

Novotný

Chlebounová

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…The most cited advantages of emergency remote learning were the flexibility, convenience, and comfort of being able to study in one's own time and from any location as well as the time saved by not having to commute to attend taught sessions. Mexican students surveyed by Balderas-Solís et al [16] were also overall satisfied with their emergency remote learning experience but identified Internet connectivity issues and eyestrain due to continuous use of electronic devices as the greatest challenges.…”

Section: University Students' Experiences Of Emergency Remote Learningmentioning

confidence: 96%

Iraqi University Students’ Emergency Remote Learning Experiences During Covid-19

Numan

Elareshi

Atanasova

2022

Int. J. Interact. Mob. Technol.

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The Covid-19 outbreak spurred the adoption of eLearning in many countries around the world, but relatively little is known about students’ experience on the subject. This study examined university students’ knowledge and experience of face-to-face and emergency remote education in two well-known universities in Iraq. An online survey with random sampling approach was used, and a total of 323 respondents shared their learning experiences, satisfaction, preferences, and challenges using a remote learning system was analysed. The findings indicated that respondents were not able to cope with the remote teaching system in the short term, expressing somehow their negative experience with it overall. Given the instability situation in Iraq is hard to predict the successful outcomes of such system in the long term. Respondents’ preferences were still for a face-to-face education system, thus they highlighted the challenges for eLearning in Iraq, especially those related to improving the facilities e.g., Internet infrastructure and online system.

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“…Students appreciate writing in chat, which is more convenient for them than writing a formal email or going to the teacher's office for a consultation (Lee et al, 2021). At the same time, individual feedback is essential for them even in distance education (Balderas-Solís et al, 2021).…”

Section: Forced Online Teachingmentioning

confidence: 99%

Distant science practicals–COVID-19 experience from Czech lower secondary schools

Janštová

Zdobinská

2023

EURASIA J Math Sci Tech Ed

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This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

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Experiences of undergraduates’ emergency remote education in Mexico

Cited by 13 publications

References 17 publications

Identifying key features of digital elements used during online science practicals

Identifying key features of digital elements used during online science practicals

Iraqi University Students’ Emergency Remote Learning Experiences During Covid-19

Distant science practicals–COVID-19 experience from Czech lower secondary schools

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