Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021

Rodríguez‐Nogueira, Óscar; Leirós‐Rodríguez, Raquel; Quiroga-Sánchez, Enedina; Álvarez‐Álvarez, María José; Álvarez-Barrio, Lorena

doi:10.3390/ejihpe11030076

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…The practices of science are at the center of educational researcher [54][55][56][57], especially the practices of science teachers [58,59]. The present study intended to examine the change in science teachers' practices as a result of participating in a professional development program that focuses on NGSS SI activities.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry

Najjar

Daher

2023

EJIHPE

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The Next-Generation Science Standards (NGSS) are standards concerned with K-12 grades. This study aimed to identify the impact of a training program based on Next-Generation Scientific Inquiry (NGSI) through training 30 science teachers and investigating the training impact on teachers’ use of inquiry in their teaching. The study attempted to answer the following question: What is the impact of a training program based on the NGSS on the inquiry practices of primary school science teachers? The study’s data collection tools included two focus groups and nine semi-structured interviews. Data analysis utilized the thematic analysis framework. The research results showed an impact of the training program on the inquiry practices of teachers via changes in the teachers’ roles: the teacher became a facilitator and motivator through planning her/his activities efficiently. Students in the training program’s science classroom developed into researchers and scientists who autonomously acquired their knowledge.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry

Najjar

Daher

2023

EJIHPE

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“…Regarding hybrid teaching during the academic year 2020-2021, Lorenzo-Lledó et al [32] and Sáiz-Manzanares et al [33] found out students' preferences for the university education mode and identified the difficulties and experiences associated with the received teaching. Another study analyzed the degree of student and teacher satisfaction levels with and their perceptions of establishing bubble groups and pairs, and of using audiovisual platforms to provide theoretical and practical university teaching [34]. However, very few have also considered other university community members' perceptions.…”

Section: Introductionmentioning

confidence: 99%

Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities

Bustamante

Segura-Berges²,

Gil

et al. 2022

Sustainability

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During the COVID-19 pandemic over the academic year 2020–2021, many universities and faculties had to deal with hybrid teaching by combining face-to-face and virtual teaching approaches. The main objective herein considered was to analyze the perceptions of students and teachers from Spanish universities regarding how e-learning has actually been adopted before, during, and after the COVID-19 lockdown. We also wished to know their opinions about the usefulness and applicability of the e-learning and hybrid teaching methodologies regarding their impacts on the teaching–learning process in the university context. A thematic analysis was performed using three discussion groups (two made up of four teachers each, and another comprising five teachers with university management posts). Seventy-nine open questionnaires completed by students were also analyzed. The participants were from eight different Spanish universities: six public and two private. The obtained results revealed a preference for face-to-face teaching over virtual teaching, and the advantages offered by closer interpersonal relationships were stressed. However, the participants also indicated the potential of the e-learning and hybrid teaching methodologies, which they believed complemented one another and reinforced learning personalization. Thus, a specific need for training in the e-learning methodology and hybrid teaching format was apparent.

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“…Another problem dealt with was the effects of the recent new teaching method on teachers, showing that it has led to an improvement in their digital skills and professional vision of this method of teaching classes [ 22 ]. Furthermore, research has been conducted on the use of technological tools by university students, and it has been found that it has led to the development of digital skills to improve their professional training, finding in technological tools an exceptional resource for their personal growth [ 26 ]. Online teaching–learning activities during the pandemic period have also been analyzed, leaving evidence that, even though, in the university, there was already a significant infrastructure in place to migrate from face-to-face to online teaching, there was no preparation for the change [ 27 ].…”

Section: Introductionmentioning

confidence: 99%

The Pedagogical Model of Hybrid Teaching: Difficulties of University Students in the Context of COVID-19

Lorenzo-Lledó‬

Gilabert-Cerdá

Lorenzo

2021

EJIHPE

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The global pandemic caused by COVID-19 has led to changes in many areas, with educational scenarios being affected. In this sense, university education has undergone significant changes owing to the impossibility of following the fully face-to-face mode of teaching. Given this situation, the general objective of this study is to analyze the university educational scenario in the context of COVID-19 and, more specifically, to identify the difficulties perceived by students. Using a mixed quantitative–qualitative methodological approach, an ad hoc questionnaire was designed, and data were collected from a sample of 238 students of the Bachelor’s Degree in Teaching during the 2020/2021 academic year. The results obtained have shown that students have experienced numerous difficulties in adapting to the hybrid teaching model. In this sense, it is worth highlighting the decrease in motivation, the feeling of loneliness, technical connection problems, and less interaction with the teaching staff and other students. The degree of satisfaction with the teaching received is also moderate. As a conclusion, it can be stated that the difficulties identified recommend the introduction of actions to improve the application of the teaching model implemented in favor of university excellence.

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Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021

Cited by 4 publications

References 25 publications

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry

Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities

The Pedagogical Model of Hybrid Teaching: Difficulties of University Students in the Context of COVID-19

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