scholarly journals University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 375
Author(s):  
Isabel del Arco ◽  
Patricia Silva ◽  
Oscar Flores
Keyword(s):  
Ad Hoc ◽  
Self Regulation ◽  
Well Being ◽  
University Teaching ◽  
Limited Attention ◽  
Teaching Staff ◽  
Student Body ◽  
Face To Face ◽  
Spanish Universities ◽  
June July

A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.

scholarly journals Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1621
Author(s):  
Pablo A. Cantero-Garlito ◽  
Marta Rodríguez-Hernández ◽  
Esther Moraleda-Sepúlveda ◽  
Begoña Polonio-López ◽  
Félix Marcos-Tejedor
Keyword(s):  
Ad Hoc ◽  
University Teaching ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
School Year ◽  
Social Restriction ◽  
University Population ◽  
Face To Face Learning ◽  
Spanish Universities

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes.

scholarly journals Perspectives on the information and digital competence of Social Sciences students and faculty before and during lockdown due to Covid-19

2020 ◽  
Author(s):  
Dora Sales ◽  
Aurora Cuevas-Cerveró ◽  
José-Antonio Gómez-Hernández
Keyword(s):  
Social Sciences ◽  
Job Insecurity ◽  
Faculty Members ◽  
Teaching Staff ◽  
Digital Competence ◽  
Student Body ◽  
University Culture ◽  
Face To Face ◽  
Spanish Universities ◽  
The University

We analyze the perceptions of Social Sciences faculty about their own information and digital competence and that of their students, as well as the changes that have occurred as a consequence of the virtualization of learning caused by the coronavirus pandemic (Covid-19). The methodology used is qualitative, being based on the application of two techniques: discussion groups carried out with experienced faculty from three Spanish universities, and interviews carried out with the same sample after the suspension of face-to-face teaching. The results show that the faculty members participating in this study have a critical vision of the information and digital competence of the student body, indicating that they lack capacity for evaluation, critical use, and communication of information despite their mastery of technological tools and extensive use of mobile devices. In addition, they doubt their own ability to train students in this competence, and attribute the difficulty in achieving and promoting such learning to various factors of the university culture: a lack of coordination among teaching staff, who are sometimes in situations of job insecurity, or the way in which the European Higher Education Area has been applied in universities. Faculty recognize the basic and transversal nature of this competence and advocate its incorporation into the real work methodology of all subjects, not in a segregated way. Finally, the effort made towards the “virtual” development of teaching as a consequence of the Covid-19 pandemic has been a shock for faculty, who declare a positive attitude towards reviewing their own digital-informative practices to adapt their teaching, but believe that this has hardly resulted in any improvement in the information and digital competence of their students so far.

scholarly journals International university rankings as a quality measure for the Spanish universities

2019 ◽  
Vol 5 (2) ◽  
pp. 33-44
Author(s):  
F. García
Keyword(s):  
Quality Control ◽  
Well Being ◽  
Teaching Staff ◽  
University Rankings ◽  
National Agency ◽  
Control Activity ◽  
University System ◽  
International University ◽  
Spanish Universities ◽  
The University

In Spain, the functions assigned to the University are varied and have changed over time. Currently, it is considered that university activity should be focused on improving the well-being of the society in which the university is located. Thus, any quality control of the Spanish university system must consider whether the university is fulfilling the purposes that society has assigned to it. In Spain, the task of quality control of universities is mainly assigned to the National Agency for Quality Assessment and Accreditation (ANECA). In principle, through different programs, this agency evaluates different aspects of the Universities. However, as can be seen in this research, the control activity is limited to university degrees and the activity of the teaching staff. Moreover, this control hardly measures to what extent the University system is achieving its goals.

Beyond the Self in Self-Regulation—Reaching Beyond Technologies: The Importance of Others and Relationships to Individual Well-Being

Biofeedback ◽  
2015 ◽  
Vol 43 (4) ◽  
pp. 158-162 ◽  
Author(s):  
Mari K. Swingle
Keyword(s):  
Social Isolation ◽  
Current Practice ◽  
Self Regulation ◽  
Digital Age ◽  
Well Being ◽  
The Self ◽  
Obsessive Compulsive ◽  
Face To Face ◽  
Spectrum Disorders ◽  
Anxiety Depression

As technologies become increasingly integrated in all aspects of culture, we may be losing our therapeutic pulse on how important true face-to-face and heart-to-heart relationships are to our personal and collective well-being. Social isolation and excessive utilization of i-technology appear to contribute to the development or maintenance of anxiety, depression, obsessive-compulsive spectrum disorders, and ADHD. Human engagement risks being eclipsed by the novelty and excitement of the digital age. Current practice indicates that there are potentially positive and even therapeutic applications of technologies for betterment and healing, but that we should be selective in our applications.

scholarly journals La digitalización docente frente al reto de crisis sanitaria. La adaptación del claustro de Quirónsalud Madrid

2021 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Javier Bermejo ◽  
Carmen Rivero ◽  
Sara Rojo ◽  
Eva Cerezo ◽  
Noemi Rodríguez ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Online Teaching ◽  
University Teaching ◽  
Teaching Staff ◽  
Care Providers ◽  
Health Crisis ◽  
Face To Face ◽  
Virtual Classes ◽  
Academic Plan ◽  
De Medicina

La digitalización del profesorado universitario es un aspecto que ha cobrado especial relevancia en los últimos meses, de forma más concreta en el ámbito sanitario. Las clases presenciales se han visto canceladas y sustituidas por docencia online de una manera abrupta a causa de la crisis sanitaria acontecida. A ello se suma la elevada carga asistencial que han asumido todos los profesionales sanitarios. Varios de los hospitales del grupo Quirónsalud en Madrid desarrollan gran parte del plan académico del Grado de Medicina de la Universidad Europea y, debido a las circunstancias derivadas de la pandemia, su docencia ha tenido que transformarse, usando herramientas digitales que permitieran llevar a cabo tanto la labor docente como el arduo trabajo hospitalario de forma simultánea. Este artículo presenta los datos de la docencia llevada a cabo, así como las iniciativas que se han puesto en marcha desde marzo de 2020, con la finalidad de analizar la adaptación del claustro médico docente del grupo Quirónsalud a la situación acaecida. La utilización de herramientas asíncronas ha favorecido el trabajo autónomo del estudiante y la compatibilización de la actividad asistencial y la docencia en los hospitales mediante iniciativas como clases síncronas online, seminarios grabados y presentaciones locutadas, entre otras. The digitalization of university teaching staff is an aspect that has taken on special relevance in recent months, especially in the field of healthcare. Face-to-face classes have been abruptly cancelled and replaced by online teaching due to the health crisis. In addition, all the health care providers have taken on the burden of providing care, making it compatible with the virtual classes. Several Quirónsalud groups hospitals carry out part of the academic plan for the degree in Medicine at the European University. However, the teaching has had to be transformed, using digital tools that allow the teaching work and the arduous hospital work to be blended. This article presents the data on the teaching carried out and the initiatives that have been implemented since March 2020 with the aim of analyzing the adaptation of the medical teaching staff of the Quirónsalud group to the situation that has occurred. The use of asynchronous tools has favored the autonomous work of the student and the compatibility of healthcare activity and teaching in hospitals through initiatives such as online synchronous classes, recorded seminars and spoken presentations, among others.

scholarly journals Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

2021 ◽  
Vol 11 ◽  
Author(s):  
Stefania Cataudella ◽  
Stefano Carta ◽  
Maria Lidia Mascia ◽  
Carmelo Masala ◽  
Donatella Rita Petretto ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Emotional Distress ◽  
Self Regulation ◽  
Well Being ◽  
Emotional Awareness ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Face To Face ◽  
E Learning ◽  
Learning Platforms

What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

2020 ◽  
Vol 38 (4) ◽  
pp. 613-624
Author(s):  
Diego Calderón-Garrido ◽  
Josep Gustems-Carnicer ◽  
Xavier Carrera
Keyword(s):  
Music Education ◽  
Ad Hoc ◽  
Digital Technologies ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Digital Competence ◽  
Digital Resources ◽  
Spanish Universities ◽  
Teaching Learning ◽  
Primary Teacher Training

Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

scholarly journals Modalidades participativas de evaluación: Un análisis de la percepción del profesorado y de los estudiantes universitarios

2014 ◽  
Vol 32 (2) ◽  
pp. 339-362 ◽  
Author(s):  
María Soledad Ibarra Saiz ◽  
Gregorio Rodríguez Gómez
Keyword(s):  
Latin American ◽  
Peer Assessment ◽  
Assessment Methods ◽  
University Teaching ◽  
Teaching Staff ◽  
Strategic Learning ◽  
Research And Innovation ◽  
Participatory Assessment ◽  
Spanish Universities ◽  
Estudiantes Universitarios

El uso de modalidades participativas de evaluación es una de las principales líneas de investigación e innovación en la educación superior. Esta investigación se planteó con el objetivo de analizar la percepción que el profesorado y los estudiantes universitarios manifiestan respecto a la utilización de la autoevaluación, evaluación entre iguales y coevaluación. Para ello se diseñaron dos cuestionarios, profesorado y estudiantes, a través de los cuales se recogieron las percepciones de 3.459 estudiantes y 424 profesores en siete universidades, iberoamericanas y españolas, pertenecientes a seis países. Como conclusión se evidencia, en primer lugar, un acuerdo sobre el escaso uso de modalidades participativas de evaluación en las universidades y, en segundo lugar, se resalta la necesidad de establecer procesos formativos, tanto para profesorado como para estudiantes, que incidan en el conocimiento y puesta en práctica de dichas modalidades con el fin de mejorar en los estudiantes un aprendizaje autónomo y estratégico. The use of participatory assessment methods is one of the main lines of research and innovation in higher education. The aim of this research was to analyse the perception of both university teaching staff and students regarding the use of self-assessment, peer-assessment and co-assessment. Two questionnaires were designed for this purpose, one for the lecturers and one for the students, by means of which the perceptions of 3,459 students and 424 lecturers of seven Latin American and Spanish universities from six different countries were measured. In conclusion, there is, in the first place, evidence of an agreement regarding the scant use of participatory assessment methods in universities and, secondly, there is an emphasis on the need to establish training processes for both teaching staff and students in order to disseminate information concerning these methods and put them into practice in order to improve students´ independent and strategic learning.

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

2021 ◽  
Vol 11 (4) ◽  
pp. 1320-1332
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Asunción Lledó ◽  
Alba Gilabert-Cerdá ◽  
Gonzalo Lorenzo
Keyword(s):  
Ad Hoc ◽  
Methodological Approach ◽  
University Education ◽  
Teaching Staff ◽  
Teaching Model ◽  
Face To Face ◽  
Global Pandemic ◽  
Hybrid Teaching ◽  
Degree Of Satisfaction ◽  
The University

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.

scholarly journals Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Caro Valverde ◽  
José Manuel de Amo Sánchez-Fortún ◽  
Juana Celia Domínguez-Oller
Keyword(s):  
Ad Hoc ◽  
Implicit Theories ◽  
Belief System ◽  
Sampling Technique ◽  
Target Population ◽  
Teaching Staff ◽  
Quantitative Methodology ◽  
Student Body ◽  
Multimodal Texts ◽  
Ex Post

The research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the development of argumentation in the commentary of multimodal texts. For this, a quantitative methodology based on non-experimental or ex post facto design with semi-structured and closed survey-questionnaire-type instruments has been selected. From a target population made up of Spanish teachers, 502 respondents selected using the non-probabilistic sampling technique applied the accessibility criterion. An ad hoc questionnaire has been drawn up consisting of 28 items digitised electronically using the survey platform of the University of Murcia. It has been structured in two blocks: the first aimed at establishing the sociodemographic and professional profile of the participants and the second at collecting data related to the teachers' beliefs regarding the work of the text commentary in class. The results show five professional profiles defined based on the implicit theories and the pedagogical model to which they are associated. It is also found that the majority declare that they align themselves with non-conservative didactic trends or approaches, centred on the student body and oriented toward the construction of critical knowledge. In this regard, manifest contradictions are detected between his implicit and explicit epistemological convictions. The findings of this study offer guidelines for the design of an effective and efficient argumentative text commentary formative proposal.

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