Análisis de las políticas de enseñanza universitaria en España en tiempos de Covid-19. La presencialidad adaptada

En este artículo se analizan las propuestas de política educativa que las universidades públicas españolas han preparado para el nuevo curso escolar 2020-21 condicionado por la pandemia de la pandemia Covid-19. El estudio se basa en las recomendaciones ofrecidas por el Ministerio de Universidades del Gobierno de España, así como las distintas resoluciones o indicaciones que han realizado los equipos de gobierno de distintas universidades españolas. El estudio pretende dar respuesta a tres cuestiones básicas: ¿En qué consisten las políticas destinadas a la implementación de la presencialidad adaptada? ¿Existe consenso o disonancia en la interpretación de este concepto? ¿Qué visiones pedagógicas y estratégicas subyacen a las políticas de las universidades españolas sobre la “presencialidad adaptada”? El artículo concluye señalando que existe una política similar para el sistema universitario español derivado de las recomendaciones del Ministerio de Universidades sobre la presencialidad adaptada. Asimismo, se indica que dicho concepto no existe en la bibliografía académica, pero que responde a la modalidad de la enseñanza semipresencial, híbrida o de blended learning. Se finaliza señalando que estas políticas son de corto plazo y que responden a la emergencia sanitaria careciendo de una visión estratégica sobre la transformación digital de la educación superior para los tiempos posCovid-19. This article analyzes the educational policy proposals that the Spanish public universities have prepared for the new 2020-21 school year conditioned by the Covid-19 pandemic. The study is based on the recommendations offered by the Ministry of Universities of the Government of Spain, as well as the different resolutions or indications that the government teams of different Spanish universities have made. The study tries to answer three basic questions: What are the policies for the implementation of adapted presence? Is there consensus or dissonance in the interpretation of this concept? What strategic visions underlie the policies of Spanish universities on "adapted presence"? The article concludes by noting that there is a similar policy for the Spanish public university system derived from the recommendations of the Ministry of Universities on adapted face-to-face attendance. It is also indicated that this concept does not exist in the academic bibliography, but that it responds to the modality of blended, hybrid or blended learning teaching. It ends by noting that these policies are short-term and that they respond to the health emergency, lacking a strategic vision on the digital transformation of higher education for the post-Covid-19 times.

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PENINGKATAN KEMAMPUAN MEMAHAMI TEKS NARATIVE DENGAN METODE LEARNING BY DOING DI MASA PANDEMI SECARA DARING

TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan ◽

10.51878/teaching.v1i4.777 ◽

2021 ◽

Vol 1 (4) ◽

pp. 323-329

Author(s):

MIFTAHUL HIDAYAH

Keyword(s):

Cognitive Abilities ◽

Learning By Doing ◽

New Paradigm ◽

Narrative Texts ◽

New Era ◽

Face To Face ◽

School Year ◽

Home Learning ◽

Face To Face Learning ◽

The Government

The COVID-19 pandemic has forced the world of education to change its system and use a new paradigm to deal with emerging problems. The government made a policy that ratified the independence of learning in the new era. All levels of society must prepare themselves to do face-to-face learning through online activities by utilizing technology within the framework of learning from home. Learning held using online media provides opportunities for students to develop themselves independently, guided by teachers in distance learning (PJJ) through online classes. Many new problems arise, not only faced by students but also by parents and teachers. This is due to not being familiar with PJJ. The problem faced by teachers is that it is difficult to control students let alone make them study seriously and effectively. The problem faced by parents is that not only do they not have the financial ability to provide information technology tools to carry out learning activities but also they do not have sufficient cognitive abilities to assist their sons and daughters in solving problems in lessons, so interesting methods are needed to solve this problem. . English as a foreign language is a big problem for students and parents to carry out learning without direct teacher assistance. Moreover, narrative text is a difficult material for students of SMP Negeri 2 Kepanjen to master. The researcher found that the learning by doing method initiated by Dewey would help students to better understand narrative texts. The researcher tried to apply this method to students in grade 9 ASMP N 2 Kepanjen for the 2020-2021 school year. After applying the method initiated by Dewey, there was a significant improvement in the ability to understand narrative texts. This can be seen from the value they get. The increase in value reached 31.4%. ABSTRAKMasa pandemi covid 19 telah membuat dunia pendidikan harus mengubah sistemnya dan menggunakan paradigma baru untuk menghadapi masalah yang mulai muncul. Pemerintah membuat kebijakan yang mengesahkan kemerdekaan dalam belajar di era baru. Semua lapisan masyarakat harus menyiapkan diri untuk melakukan pembelajaran tanpa tatap muka melalui kegiatan online dengan memanfaatkan teknologi dalam kerangka belajar dari rumah. Pembelajaran di selenggarakan dengan menggunakan media online memberikan kesempatan kepada siswa untuk mengembangkan diri secara mandiri dengan dipandu oleh guru dalam pembelajaran jarak jauh (PJJ) melalui kelas online. Banyak masalah baru yang muncul, bukan hanya dihadapi siswa tapi juga oleh orang tua siswa dan guru. Hal ini disebabkan oleh belum terbiasa dengan PJJ. Masalah yang dihadapi guru adalah sulitnya mengontrol siswa apalagi membuat mereka belajar dengan serius dan efektif. Masalah yang dihadapi orang tua siswa adalah bukan hanya mereka tidak mempunyai kemampuan secara finansial untuk menyediakan perangkat teknologi informasi untuk melakukan kegiatan belajar tapi juga mereka tidak memiliki kemampuan kognitif yang cukup untuk mendampingi putra putrinya menyelesaikan masalah dalam pelajaran, Sehingga metode menarik diperlukan untuk menyelesaikan masalah ini. Bahasa Inggris sebagai bahasa asing adalah masalah besar bagi siswa dan orang tua untuk melakukan pembelajaran tanpa pendampingan guru secara langsung. Apalagi teks naratif adalah materi sulit untuk siswa SMP Negeri 2 Kepanjen kuasai. Peneliti menemukan bahwa metode learning by doing yang digagas oleh Dewey akan membantu peserta didik untuk lebih memahami teks naratif.Peneliti mencoba menerapkan metode ini kepada siswa kelas 9ASMP N 2 kepanjen tahun pelajaran 2020-2021. Setelah menerapkan metode yang digagas oleh Dewey ini ada peningkatan yang cukup signifikan dalam kemampuan memahami teks naratif. Ini bisa di lihat dari nilai yang mereka dapatkan. Kenaikan nilai mencapai 31,4%.

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Género y liderazgo en la universidad española. Un estudio sobre la brecha de género en la gestión universitaria

Education Policy Analysis Archives ◽

10.14507/epaa.v23.2069 ◽

2015 ◽

Vol 23 ◽

pp. 106 ◽

Cited By ~ 1

Author(s):

Mercedes Cuevas López ◽

Francisco Díaz Rosas

Keyword(s):

Descriptive Analysis ◽

Public University ◽

Current Situation ◽

University Education ◽

Web Pages ◽

Great Progress ◽

Spanish Universities ◽

The Government ◽

Managerial Positions ◽

Spanish Public Universities

As a prior step to knowledge about leadership styles exercised by women in Spanish universities, it is imperative to know what the current situation as far as managerial positions is concerned. In this article, part of a broader study within the Gendercit Project (PIRSES-GA-2012-318960) in which the performance of the managers in different centers of the participating universities is addressed, a descriptive analysis of the current situation of the Spanish public universities is presented. With this purpose, data about the composition of the government teams of each university and each of their respective schools and colleges have been collected.The purpose of this research is to provide a description of the presence of women in two of the most important areas of government of the Spanish public university: education authorities, and the deanship of colleges or polytechnic schools. The information presented has been obtained by analyzing the web pages of each institution between 25 November and 30 January 2015. The indicator used in the study is an index that shows the percentage distribution of women and men in each group studied. The results show that, despite the great progress experienced, much remains to be done.

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

Healthcare ◽

10.3390/healthcare9121621 ◽

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.

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SOSIALISASI PENGGUNAAN METODE PEMBELAJARAN BLENDED LEARNING DI MASA PANDEMI BAGI GURU DI MA ALKAHFI BOGOR

Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) ◽

10.46306/jub.v1i3.37 ◽

2021 ◽

Vol 1 (3) ◽

pp. 202-209

Author(s):

Maya Nurfitriyanti ◽

Fatwa Patimah Nursa’adah ◽

Aulia Masruroh

Keyword(s):

Blended Learning ◽

Learning System ◽

Internet Technology ◽

Learning Method ◽

Face To Face ◽

Distance Learning System ◽

The Subject ◽

Face To Face Learning ◽

The Government ◽

New Policies

The Covid-19 pandemic has forced us to make habits that we never imagined before. This also triggers changes in the learning system from primary education to higher education. One of the changes in the education system is the distance learning system (PJJ). In this condition, teachers must quickly adjust the new policies issued by the government, namely by learning activities and teaching students from home to prevent the spread of COVID-19. One of the efforts to do so that learning runs effectively is the blended learning method. Blended learning combines computer and internet technology offered by online learning and face-to-face learning participation to provide the most effective and efficient experience. Using the correct learning methods, overcoming learning obstacles due to COVID-19 can be overcome. With the blended learning method, students learn independently, and teachers can continue to explain the subject matter using learning media such as the internet.

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Foreign Language Students’ Voices on Blended Learning and Fully Online Classes during the COVID-19 Pandemic

World Journal of English Language ◽

10.5430/wjel.v11n2p62 ◽

2021 ◽

Vol 11 (2) ◽

pp. 62

Author(s):

Daniel Ginting ◽

Fahmi . ◽

Yusawinur Barella ◽

Andini Linarsih ◽

Beny Hamdani

Keyword(s):

Online Learning ◽

Blended Learning ◽

Data Gathering ◽

Instructional Delivery ◽

Online Classes ◽

Traditional Classrooms ◽

Face To Face ◽

Teachers And Students ◽

Potential Risks ◽

The Government

Due to the restrictions of direct interactions during the pandemic, educational practices have massively and simultaneously shifted to remote teaching. Remote teaching is to some extent often viewed as an ineffective means of instructional delivery. It lacks the kind of interactions between teachers and students that are primarily found in traditional classrooms. In addition to ubiquitous technical hindrances, many educators find students' learning progress hard to monitor in remote teaching. The obstacles in remote teaching have prompted the government and educators to explore the possibilities of holding face-to-face meetings in a blended learning format amid the pandemic. This paper is aimed to present a sketch of students' perceptions of the possibilities of combining face-to-face classes with online learning during a pandemic. Using online surveys for data gathering and descriptive statistics for data analysis, this study found that students’ perception of current emergencies influences their preferred mode of instructional delivery. The students appear to be much more tolerant of numerous hindrances in remote teaching than the potential risks of COVID-19 transmission. Most students in this study preferred fully online learning to blended learning. For them, health is the top priority.

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Trends of Blended Learning in K-12 Schools

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch004 ◽

2018 ◽

pp. 43-61

Author(s):

Alex Kumi-Yeboah ◽

Patriann Smith

Keyword(s):

Online Learning ◽

Blended Learning ◽

International Association ◽

Natural Extension ◽

Future Research ◽

Cd Rom ◽

Face To Face ◽

School Year ◽

Training Film ◽

K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

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PELATIHAN WIRAUSAHA DIGITAL DENGAN SISTEM BLENDED LEARNING PADA KOMUNITAS BELAJAR DARON LABS DI KOTA PADANG

Jurnal Terapan Abdimas ◽

10.25273/jta.v4i2.4798 ◽

2019 ◽

Vol 4 (2) ◽

pp. 117

Author(s):

Ulfia Rahmi ◽

Alwen Bentri ◽

Azrul Azrul

Keyword(s):

Blended Learning ◽

Learning Community ◽

Face To Face ◽

The Public ◽

Entrepreneurial Skills ◽

The People ◽

West Sumatra ◽

The Government ◽

Web Designers ◽

Video Makers

Abstract. Nowadays, Indonesia is preparing for a crucial and profitable period, namely the demographic bonus which is expected to reach the point in the years of 2025-2030, but the number of unemployed are increase every year. Regarding the problem, the government has also encouraged the public to open employment opportunities with entrepreneurship. Daron Labs is a group of people who form a learning community to develop beginner entrepreneurial skills. Entrepreneurial skills transmitted by Daron Labs to prepare the community to become digital entrepreneurs, including: video makers, web designers, graphic design, and programmers. Members of this learning community are free to choose the material of interest according to the needs of each member. In this Community Service, the learning community of Daron Labs chose the location of Padang City with the consideration that the city of Padang represented the people of West Sumatra. The Daron Labs Padang community accepts members of the learning community from all community groups to develop their entrepreneurial skills. The methods offered for organizing the Daron Labs learning community through a blended learning for three months. Face-to-face meetings are twice a month and material is sent every week. Participants' responses indicate that this program is expected to continue and provide debriefing in other fields of digital entrepreneurship. Abstrak. Indonesia pada saat ini mempersiapkan diri untuk masa yang krusial sekaligus menguntungkan yaitu bonus demografi yang diperkirakan akan terjadi puncaknya pada tahun 2025-2030, namun jumlah pengangguran terus meningkat. Terkait masalah tersebut, pemerintah mendorong masyarakat membuka lapangan pekerjaan dengan berwirausaha. Daron Labs merupakan sekelompok masyarakat yang membentuk komunitas belajar untuk mengembangkan keterampilan wirausaha. Keterampilan berwirausaha yang dilakukan oleh Daron Labs untuk mempersiapkan wirausahawan digital meliputi videomaker, webdesigner, desain grafis, dan programer. Anggota komunitas belajar ini bebas memilih materi yang diminati sesuai dengan kebutuhan anggota. Pada Pengabdian kepada Masyarakat ini komunitas belajar Daron Labs memilih lokasi Kota Padang dengan pertimbangan bahwa kota Padang merepresentasikan masyarakat Sumatera Barat. Komunitas Daron Labs Padang menerima anggota komunitas belajar dari seluruh kalangan masyarakat. Metode yang ditawarkan untuk penyelenggaraan komunitas belajar Daron Labs melalui sistem blended learning yang diselenggarakan selama tiga bulan. Pertemuan tatap muka diselenggarakan dua kali dalam satu bulan dan setiap minggunya dikirimkan materi kepada peserta belajar. Respon peserta menunjukkan bahwa program ini diharapkan terus berlanjut dan memberikan pembekalan pada bidang wirausaha digital lainnya.

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Trends of Blended Learning in K-12 Schools

Practical Applications and Experiences in K-20 Blended Learning Environments - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4912-5.ch001 ◽

2014 ◽

pp. 1-17 ◽

Cited By ~ 1

Author(s):

Alex Kumi-Yeboah ◽

Patriann Smith

Keyword(s):

Online Learning ◽

Blended Learning ◽

International Association ◽

Natural Extension ◽

Future Research ◽

Cd Rom ◽

Face To Face ◽

School Year ◽

Training Film ◽

K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

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Trends of Blended Learning in K-12 Schools

Curriculum Design and Classroom Management ◽

10.4018/978-1-4666-8246-7.ch086 ◽

2015 ◽

pp. 1619-1635

Author(s):

Alex Kumi-Yeboah ◽

Patriann Smith

Keyword(s):

Online Learning ◽

Blended Learning ◽

International Association ◽

Natural Extension ◽

Future Research ◽

Cd Rom ◽

Face To Face ◽

School Year ◽

Training Film ◽

K 12

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Adaptasi Pembelajaran E-Learning dan Blended Learning di Era New Normal pada Peserta Didik Madrasah Ibtidaiyah

Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah ◽

10.36835/au.v3i1.476 ◽

2021 ◽

Vol 3 (1) ◽

pp. 23-36

Author(s):

Jamilatun Nafi’ah

Keyword(s):

Elementary School ◽

Online Learning ◽

Distance Learning ◽

Blended Learning ◽

School Level ◽

New Normal ◽

Face To Face ◽

E Learning ◽

The Government

E-learning delivered by the government during the Covid 19 pandemic can indeed be applied by a number of institutions in Indonesia, but the habituality of conventional learning that spontaneity changes distance learning makes educators and students have difficulties and limitations both in facilities and materials provided by teachers. This is felt for students, especially at the elementary school level who still need intensive face-to-face guidance. Therefore, there needs to be a combination of online learning with conventional learning or through face-to-face. Therefore, to answer the problem blended learning is also applied in learning during Covid 19 until the current New Normal era. Even so, in the application of both e-learning and blended learning educators need to pay attention to matters related to facilities, and conditions of learners and understand the technical and learning steps well. Pembelajaran e-learning yang sampaikan oleh pemerintah saat pandemi Covid 19 memang bisa di terapkan oleh sejumlah institusi di Indonesia, namun keterbiasaan pembelajaran konvensional yang spontanitas berganti pembelajaran jarak jauh membuat para pendidik maupun peserta didik mengalami kesulitan serta keterbatasan baik dalam fasilitas maupun materi yang di berikan guru. Hal ini dirasakan bagi peserta didik khususnya di tingkat sekolah dasar yang masih membutuhkan bimbingan secara intensif secara tatap muka. Oleh karena itu, perlu adanya kombinasi antara pembelajaran daring dengan pembelajaran secara konvensional atau melalui tatap muka. Maka, untuk menjawab permasalahan tersebut blended learning turut di terapkan dalam pembelajaran di kala Covid 19 hingga era New Normal saat ini. Meski begitu, dalam penerapannya baik e-learning maupun blended learning para pendidik perlu memperhatikan hal-hal terkait fasilitas, serta kondisi peserta didik serta memahami teknis dan langkah pembelajarannya secara baik.

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