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

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...

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Detalles Bibliográficos
Autores: Arco Bravo, Isabel del, Silva García, Patricia, Flores Alarcia, Òscar
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/178633
Acceso en línea:https://hdl.handle.net/2445/178633
Access Level:acceso abierto
Palabra clave:Aprenentatge actiu
Aprenentatge electrònic
Internet en l'ensenyament
Educació superior
COVID-19
Qualitat de l'ensenyament
Active learning
Web-based instruction
Internet in education
Higher education
Educational quality
id ES_b2a2445fa945cafd350ec0f9a7feea96
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repository_id_str
spelling University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online LearningArco Bravo, Isabel delSilva García, PatriciaFlores Alarcia, ÒscarAprenentatge actiuAprenentatge electrònicInternet en l'ensenyamentEducació superiorCOVID-19Qualitat de l'ensenyamentActive learningWeb-based instructionInternet in educationHigher educationCOVID-19Educational qualityA 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.MDPI2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/178633Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3390/su13010375Sustainability, 2021, vol. 13, num. 1, p. 375https://doi.org/10.3390/su13010375cc-by (c) Arco Bravo, Isabel del et al., 2021https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1786332026-05-27T06:46:51Z
dc.title.none.fl_str_mv University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
title University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
spellingShingle University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
Arco Bravo, Isabel del
Aprenentatge actiu
Aprenentatge electrònic
Internet en l'ensenyament
Educació superior
COVID-19
Qualitat de l'ensenyament
Active learning
Web-based instruction
Internet in education
Higher education
COVID-19
Educational quality
title_short University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
title_full University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
title_fullStr University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
title_full_unstemmed University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
title_sort University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning
dc.creator.none.fl_str_mv Arco Bravo, Isabel del
Silva García, Patricia
Flores Alarcia, Òscar
author Arco Bravo, Isabel del
author_facet Arco Bravo, Isabel del
Silva García, Patricia
Flores Alarcia, Òscar
author_role author
author2 Silva García, Patricia
Flores Alarcia, Òscar
author2_role author
author
dc.subject.none.fl_str_mv Aprenentatge actiu
Aprenentatge electrònic
Internet en l'ensenyament
Educació superior
COVID-19
Qualitat de l'ensenyament
Active learning
Web-based instruction
Internet in education
Higher education
COVID-19
Educational quality
topic Aprenentatge actiu
Aprenentatge electrònic
Internet en l'ensenyament
Educació superior
COVID-19
Qualitat de l'ensenyament
Active learning
Web-based instruction
Internet in education
Higher education
COVID-19
Educational quality
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/178633
url https://hdl.handle.net/2445/178633
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/su13010375
Sustainability, 2021, vol. 13, num. 1, p. 375
https://doi.org/10.3390/su13010375
dc.rights.none.fl_str_mv cc-by (c) Arco Bravo, Isabel del et al., 2021
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Arco Bravo, Isabel del et al., 2021
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,298079

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