Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic

Abstract

The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

“…Drawing on this, research community and policy makers have come up with several remedies to tackle the challenges of remote online learning. These remedies included facilitating faster uptake of open educational resources (Stracke et al, 2022), emphasis on professional development of teachers for online education (İbrahim et al, 2022;Rowland et al, 2022), utilizing social media for just-in-time information seeking and knowledge sharing (Carpenter et al, 2021;Dindar & Yaman, 2018;Greenhow et al, 2021), sharing experiences about new ways of online teaching (Biasutti et al, 2022;Infante-moro et al, 2022;Nerantzi, 2020;Sadeck, 2022), and facilitating community building and inclusion in online platforms (Benson et al, 2021). We hope that the challenges faced and the lessons leant during the pandemic time will facilitate development of highly resilient education systems that will support human development and well-being in both physical and online settings.…”

Covid-19 Y La Transición a La Modalidad Híbrida Distancia- Virtual: Implicaciones Para La Espam-Mfl, Manabí – Ecuador

“…Es así que, afectada por la epidemia de COVID-19, la educación superior se vio forzada a cambiar la modalidad presencial (Li et al, 2021). El cambio antes referido propició que la docencia virtual se convirtiera en la principal vía de continuidad educativa en las universidades (Infante et al, 2022). La enseñanza universitaria virtual -a gran escala-no es solo una prueba para la construcción informacional de la formación profesional, sino también una oportunidad importante para promover la reforma educativa en la era de la información (Plakhotnik et al, 2021).…”

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

“…In the field of education, we have been enduring an increasing dependence on technology, which makes it crucial that teachers are equipped with the necessary skills to teach in a digital environment, on the one hand to ensure a flexible and interactive teaching-learning process through the use of these tools (Vásquez-Peñafiel, Núñez, & Cuestas-Casas, 2023) and on the other hand to help students develop digital skills for future success (Infante-Moro, Infante-Moro, & Gallardo-Pérez, 2022).…”