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

  1. Area-Moreira, Manuel 1
  2. Bethencourt-Aguilar, Anabel 2
  3. Martín-Gómez, Sebastián 2
  4. San Nicolás-Santos, Mª Belén 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad de La Laguna. LaLaguna, España
Journal:
RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2021

Issue Title: Transition from conventional education to online education and learning, as a consequence of COVID19 = Transición de la educación convencional a la educación y al aprendizaje en línea, como consecuencia del COVID19

Volume: 21

Issue: 65

Type: Article

DOI: 10.6018/RED.450461 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia

Metrics

Cited by

  • Scopus Cited by: 24 (05-02-2024)
  • Dialnet Métricas Cited by: 30 (25-02-2024)
  • Web of Science Cited by: 16 (19-12-2023)
  • Dimensions Cited by: 28 (24-02-2024)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.514
  • Best Quartile: Q2
  • Area: Computer Science Applications Quartile: - Rank in area: 354/791
  • Area: Education Quartile: Q2 Rank in area: 489/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.550
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 16/235

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.9
  • Area: Education Percentile: 73

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.79
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 321/743

Dimensions

(Data updated as of 24-02-2024)
  • Total citations: 28
  • Recent citations (2 years): 21
  • Field Citation Ratio (FCR): 31.85

Abstract

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.

Bibliographic References

  • Adedoyin, O.B. and Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments, Interactive Learning Environments DOI: 10.1080/10494820.2020.1813180 https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180
  • Area, M. (2020). La enseñanza semipresencial. Mezclando lo presencial y lo virtual. En M. Turull (Coord): Manual de enseñanza universitaria. Barcelona, Octaedro-ICE/UB, pg. 259-270. http://diposit.ub.edu/dspace/bitstream/2445/166737/1/15213-Manual-de-docencia-universitaria-FINAL.pdf
  • Bielawski, L. and Metcalf, D. (2003). Blended E-Learning. Integrating Knowledge, Performance, Support and Online Learning. Massachusetts, HRD Press.
  • Crawford, J. y otros (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching JALT, 3 (1) https://doi.org/10.37074/jalt.2020.3.1.7
  • Cheung, S.K.S,; Kwok,L.; Kubota,K; Lee, L.and Tokito, J. (2018): Blended Learning. Enhancing Learning Success. 11th International Conference, ICBL 2018, Osaka, Japan, Springer International Publishing.
  • Garrison, D.R. and Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, Jossey-Bass
  • Gouëdard, P., Pont, B. and R. Viennet (2020). Education responses to COVID-19: shaping an implementation strategy. OECD Education Working Papers, No. 224, https://doi.org/10.1787/8e95f977-en
  • Keengwe, J. and Agamba, J.J. (2015). Models for Improving and Optimizing Online and Blended Learning in Higher Education. Hershey. PA, USA. IGI Publishing.
  • Marinoni, G.; Land, H. and Jensen, T (2020). The Impact Of Covid-19 on Higher Education around the World. IAU Global Survey Report. International Association of Universities (IAU) https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Ministerio de Universidades (2020). Recomendaciones del Ministerio de Universidades a la comunidad universitaria para adaptar el curso universitario 2020-2021 a una presencialidad adaptada y medidas de actuación de las universidades ante un caso sospechoso o uno positivo de Covid-19. Ministerio de Universidades del Gobierno de España. Disponible en https://www.ciencia.gob.es/stfls/MICINN/Universidades/Ficheros/Recomendaciones_del_Ministerio_de_Universidades_para_adaptar_curso.pdf
  • Ministerio de Universidades/CRUE (2020). Conectad@s: La Universidad En Casa. Portalweb de recursos disponible en https://www.uned.es/universidad/inicio/uned_uoc_solidaria.html
  • Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, Advanced Online Publication. https://www.tandfonline.com/doi/full/10.1080/13523260.2020.1761749
  • OECD and Harvard Graduate School of Education (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v2.pdf
  • Peters M. A.y otros (2020). Reimagining the new pedagogical possibilities for universities post-Covid-19. Journal Educational Philosophy and Theory. https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1777655
  • Rapanta, C., Botturi, L., Goodyear, P. et al. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science Education https://link.springer.com/article/10.1007/s42438-020-00155-y
  • Reimers, F. y Schleicher, A. (2020ª). Schooling disrupted, schooling rethought. How the Covid-19 pandemic is changing education. OCDE, Global Education Innovation Initiative. https://globaled.gse.harvard.edu/files/geii/files/education_continuity_v3.pdf
  • Reimers, F. y Schleicher, A. (2020b). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. https://read.oecd-ilibrary.org/view/?ref=126_126988-t63lxosohs&title=A-framework-to-guide-an-education-response-to-the-Covid-19-Pandemic-of-2020
  • Sánchez-Carracedo, F. et al. (2020). La universidad que viene: de la ‘docencia remota de emergencia’ a la ‘presencialidad adaptada’. The Conversation http://hdl.handle.net/2117/328629
  • Sangrá, A. (Coord.) (2020). Decálogo para la mejora de la docencia online. Propuestas para educar en contextos presenciales discontinuos. Barcelona, Editorial UOC. http://openaccess.uoc.edu/webapps/o2/bitstream/10609/122307/1/9788491807766_no_venal.pdf
  • Tucker, C.R.; Wycoff, T. and Green, J.T. (2016). Blended Learning in Action: A Practical Guide Toward Sustainable Change. Corwin Publishers
  • UNESCO (2020a). Global monitoring of school closures caused by COVID-19. https://en.unesco.org/covid19/educationresponse.
  • UNESCO (2020b). National Education Responses to COVID-19 Summary report of UNESCO ́s online survey. https://unesdoc.unesco.org/ark:/48223/pf0000373322
  • UNESCO (2020c). Framework for reopening schools. https://unesdoc.unesco.org/ark:/48223/pf0000373348
  • UNESCO-IESALC (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe http://www.iesalc.unesco.org/wp-content/uploads/2020/04/COVID-19-060420-ES-2.pdf
  • World Bank (2020). The COVID-19 Crisis Response: Supporting tertiary education for continuity, adaptation, and innovation. http://pubdocs.worldbank.org/en/621991586463915490/WB-Tertiary-Ed-and-Covid-19-Crisis-for-public-use-April-9.pdf