Ibero-American higher education institutions facing COVID-19

Hung, Elías Said; Garzón-Clemente, Rebeca; Beatriz, Marcela

doi:10.1080/10911359.2020.1842835

Cited by 13 publications

(9 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students experienced problems with digital skills at the initial phase of remote learning (Adedoyin & Soykan, 2020). (Said-Hung et al, 2020), no internet access (Händel et al, 2021, Lāma & Lāma, 2020, Adedoyin & Soykan, 2020, problems with internet or outdated (or incomplete) equipment old, computer programs (Lāma, & Lāma, 2020).…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers

Nīmante¹

2021

Human, Technologies and Quality of Education, 2021

View full text Add to dashboard Cite

The study explores the difficulties experienced by second-year students of the professional bachelor’s study program “Teacher” at the Faculty of Education, Psychology, and Art of the University of Latvia during the remote learning in three courses in the first and second COVID-19 wave, in 2020, spring and autumn. The research provides students’, future teachers’ perspectives on both – experienced difficulties during remote learning in COVID-19 circumstances and possible solutions to overcome challenges. Data were obtained from students’ self-reflections which were filled in at the end of the spring semester in June 2020 at the end of autumn semester in January 2021. Totally 230 students completed self-reflection, 223 statements (97 in June and 126 in December) were selected and analyzed using inductive thematic analysis, as result 9 themes emerged: technology related, physical, cognitive, social-emotional, motivation related, mental health-related, lack of recourses, insufficient learning skills, difficulties to apply professional knowledge and skills in educational praxis. In the first COVID-19 wave, there were identified two themes (extra additional workload and insufficient digital skills) that were not present in the second. However, the second added another theme – health problems due to COVID-19. There were students both in the first and second COVID-19 wave who did not consider this time and remote learning as a difficult one.

show abstract

Section: Discussionmentioning

confidence: 99%

COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers

Nīmante¹

2021

Human, Technologies and Quality of Education, 2021

View full text Add to dashboard Cite

show abstract

“…Moreover, few studies have been based on intercontinental analysis [76][77][78], with only two publications studying Ecuador and Spain [77,78]. Said-Hung et al [76], in an Ibero-America study with a sample of 700 participants from six countries, including Spain, indicated that the perception of the teachers and students depended on individual variables, such as previous experience in virtual environments or the average number of daily hours devoted to the activities, and using ICTs. Meanwhile, Tejedor et al, analyzed the perspective of 376 students from Spain, Ecuador, and Italy regarding ICTS and HEIs, and whose results indicated the need to improve the teacher's digital skills or sources for learning [77].…”

Section: Education Icts and Covid-19mentioning

confidence: 99%

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

et al. 2021

View full text Add to dashboard Cite

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

show abstract

“…Little studies have focused on the in-service teachers at the university level and their psychological status [ 18 , 56 ]. Other researchers have analyzed the university teachers’ skills or resources available at the beginning of the pandemic [ 57 , 58 ], including two intercontinental researches focusing on Ecuador and Spain whose primordial population were students [ 59 , 60 ]. In these two articles [ 59 , 60 ] carried out by the same authors, the results indicated how students and university teachers indicated that they had faced difficulties, being extremely significant to the lack of training or the lack of teachers’ digital skills.…”

Section: Stem Education Stem Teachers and Mental Healthmentioning

confidence: 99%

“…In these two articles [ 59 , 60 ] carried out by the same authors, the results indicated how students and university teachers indicated that they had faced difficulties, being extremely significant to the lack of training or the lack of teachers’ digital skills. This comparison between the two countries is achievable since the educational systems, laws, and structure are similar [ 61 ], showing that the deficiency of resources or training for the switch to online education seemed to be present at the same percentage across countries [ 57 , 58 ].…”

Section: Stem Education Stem Teachers and Mental Healthmentioning

confidence: 99%

The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

Espinosa

Vaquero-Abellán

Perea-Moreno

et al. 2021

IJERPH

View full text Add to dashboard Cite

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

show abstract

Ibero-American higher education institutions facing COVID-19

Cited by 13 publications

References 19 publications

COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers

COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

Contact Info

Product

Resources

About