Bolonia y la COVID-19. Evidencias sobre la autonomía del estudiantado
[EN] In recent years, serious doubts have arisen in Spain as to whether student autonomy is really being promoted in university classrooms, as promoted by the European Higher Education Area. The situation experienced due to the lockdown of 2020 by COVID-19 presented us with an ideal scenario to find...
| Authors: | , , , |
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| Format: | article |
| Publication Date: | 2022 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | Spanish |
| OAI Identifier: | oai:riunet.upv.es:10251/184131 |
| Online Access: | https://riunet.upv.es/handle/10251/184131 |
| Access Level: | Open access |
| Keyword: | Higher education Autonomy Teaching methods Students perception Lockdown Educación superior Autonomía Métodos docentes Precepción de los estudiantes Confinamiento |
| Summary: | [EN] In recent years, serious doubts have arisen in Spain as to whether student autonomy is really being promoted in university classrooms, as promoted by the European Higher Education Area. The situation experienced due to the lockdown of 2020 by COVID-19 presented us with an ideal scenario to find out to what extent university students are autonomous as well as how much autonomy is promoted by their professors. In this paper we find out the students demands regarding to their learning process during lockdown and infer from them whether autonomous work really takes place in university classrooms. After analysing the data collected on a survey, the most frequently mentioned categories we identified are those referring to: continuing giving classes during lockdown, the professors ability to adapt to the new situation and the fact of maintaining in contact, both for academic aspects (appropriate explanations and feedback) as well as for personal issues, with express reference to empathy. To a lesser extent, references are made to the fact of carrying out an assessment adapted to the circumstances and the appropriate use of ICT. After relating the categories identified in the survey, with the characteristics of autonomy-promoting teaching, we can see that very few students are demanding autonomy-promoting teaching, which leads us to deduce that the teaching staff do not promote it in their teaching practice. |
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