Percepciones sobre el impacto educativo de la COVID-19Análisis de un Webinar de la Cátedra TECNOEDU
- Inmaculada Fernández Esteban 1
- Anabel Bethencourt Aguilar 1
- Sebastián Martín Gómez 1
- Cecilia Becerra-Brito 2
- Manuel Area Moreira 2
- 1 Laboratorio de Educación y Nuevas Tecnologías. Universidad de La Laguna
-
2
Universidad de La Laguna
info
ISSN: 2386-4303
Datum der Publikation: 2021
Nummer: 15
Seiten: 519-532
Art: Artikel
Andere Publikationen in: IJERI: International journal of Educational Research and Innovation
Ziele für nachhaltige Entwicklung
Zusammenfassung
The work we present is based on the experience of the knowledge transfer activities of the Mapfre Foundation Chair for Technology and Education, consisting of three webinars where the speakers are education professionals and researchers in the field of Educational Technology. In the public we have had university, Undergraduate andPostgraduate students and education professionals of different educational levels. Among the attendees, a questionnaire has been disseminated to know their impression of the situation experienced during confinement by the COVID-19 pandemic and the prospects that they predict on education in relation to the use of technology. We have performed a quantitative analysis of dichotomous and qualitative variables using an exploratory coding system, at both times, during and after the pandemic. We have also investigated the possible relationships between codes, through a co-occurrence analysis. The main results describe that most people have had sufficient resources to face the abrupt change to online teaching, although it has involved a high emotional effort. Regarding the future post-COVID-19, the people surveyed consider that, after the pandemic is over, greater methodological and didactic flexibility will be advocated both in the offer of itineraries in the subjects and in the offer of academic degrees.
Bibliographische Referenzen
- Andreu, J. (2002). Las técnicas de análisis de contenido. Sevilla: Fundación Centro de Estudios Andaluces. Recuperado de: https://www.centrodeestudiosandaluces.es/publicaciones/tecnicas-de-analisis-de-contenido-una-revision-actualizada
- Escalante-Gómez, E. (2009). Una nota metodológica sobre los análisis cualitativos. El análisis de las relaciones entre los elementos: el análisis de frecuencias y co-ocurrencias. Theorema, 18 (1), 57-67. Recuperado de: https://www.redalyc.org/articulo.oa?id=29911857006
- García-Peñalvo, F.J. y Corell. A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior?. Campus Virtuales, 9(2), 83-98. Recuperado de: h74ttp://uajournals.com/ojs/index.php/campusvirtuales/article/view/740
- Kuric Kardelis, S.; Calderón-Gómez, D. y Sanmartín Ortí, A. (2021). Educación y brecha digital en tiempos del COVID-19. Perfiles y problemáticas experimentadas por el alumnado juvenil para afrontar sus estudios durante el confinamiento. Revista de Sociología de la Educación-RASE, 14 (1), 63-84. Recuperado de: http://dx.doi.org/10.7203/RASE.14.1.18265
- Sousa-Santos, S.; Peset-González, M.J. y Muñoz-Sepúlveda, J.A. (2020). La enseñanza híbrida mediante flipped classroom en la educación superior. Revista de Educación, 391. Enero-Marzo 2021, pp. 123-147. Recuperado de: http://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2021/391/391-5.html
- De Obesso, M. y Nuñez, M. (2020). El modelo educativo híbrido: una respuesta necesaria de la enseñanza universitaria a partir de la Covid-19. Recuperado de: https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.13140%2FRG.2.2.34706.89289?_sg%5B0%5D=_p3JkkRcXfF2qWbYE5afBt2jIUtZ1fk-c1CCCx0YIo43TEDim2Kz_9zvD0XyMt_ppZiQI_R1Lzi4UyZ0rD14IEch0A.UsjCKPzSHY6LLs2F4sxfvuNJCE18sTnpaBHZqh9mb6SpOiva8727b3s4fNBJ3MruZZ_MKJSKvgxHlqCyb7TLHw