Motivational Factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period

Moro, Alfonso Infante; Moro, Juan Carlos Infante; Gallardo-Pérez, Julia; Rosa, Antonio Luque de la

doi:10.3390/ijerph181910474

Cited by 24 publications

(10 citation statements)

References 62 publications

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“…The use of technological tools was key to ensure that the education sector did not suffer significantly from the mobility restrictions imposed by the Spanish government during the COVID-19 pandemic. This led to effective virtual teaching and the use of tools that many teachers had never thought of incorporating into their teaching and training and which could continue to be used after returning to traditional training [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Noguera

Hervás-Gómez

Calle-Cabrera

et al. 2022

IJERPH

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This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

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Section: Discussionmentioning

confidence: 99%

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Noguera

Hervás-Gómez

Calle-Cabrera

et al. 2022

IJERPH

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“…Other technological tools that were used in this extrapolation and that had not been used as a complement to the face-to-face teaching process were incorporated without major problems, such as the use of videoconferences to retransmit teaching [52] or the use of videoconferences to carry out tutorials [53], since neither of these two forced students to have their camera active.…”

Section: Literature Reviewmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Moro

Gallardo-Pérez

et al. 2022

Sustainability

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Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

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“…The range of the effect size points to various groups of health behaviors and research designs (26). Furthermore, most of the studies in this behavioral and intention analysis have used attitude as the outcome variable along with socio-economic factors for the post-pandemic period (27).…”

Section: Figure 1 Tpb With Risk Perception (4)mentioning

confidence: 99%

Analyzing COVID-19 Post-Pandemic Recovery Process in Azores Archipelago

Behradfar

Castanho

Couto

et al. 2022

Konuralp Tıp Dergisi

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Objective: The Small Islands Developing States (SIDS) are specific regions that mainly depend on tourism industry and sector. The pandemic of COVID-19 has strongly affected the tourism management in these areas. In this study, we aim to design and test recovery strategies to represent practical solutions based on the concept of risk perception as a significant issue in the intention and attitude of tourists toward behavior. Methods: In this regard, we use the theory of planned behavior (TPB) to provide an accurate simulation and evaluation to develop a model including four distinct strategies: social distancing, tax reduction policy, travel bubble, and joint strategy. Results:The outcomes indicate that the most efficient way to alter tourism behavior intention and attitude is the travel bubble strategy. Conclusions: Remarkable reduction in tourism arrival could be an advantage to use existing opportunities toward sustainable development plans in the Azores Archipelago as the chosen case study in this study.

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Motivational Factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period

Cited by 24 publications

References 62 publications

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Analyzing COVID-19 Post-Pandemic Recovery Process in Azores Archipelago

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