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...
| Authors: | ; ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2021 |
| Country: | España |
| Institution: | Universidad de Barcelona |
| Repository: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/178633 |
| Online Access: | https://hdl.handle.net/2445/178633 |
| Access Level: | Open access |
| Keyword: | 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 |
| _version_ | 1878738652054421504 |
|---|---|
| author | Arco Bravo, Isabel del |
| author2 | Silva García, Patricia Flores Alarcia, Òscar |
| author2_role | author author |
| author_browse | Arco Bravo, Isabel del Flores Alarcia, Òscar Silva García, Patricia |
| author_facet | Arco Bravo, Isabel del Silva García, Patricia Flores Alarcia, Òscar |
| author_role | author |
| collection | Dipòsit Digital de la UB |
| 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_b2a2445fa945cafd350ec0f9a7feea96 |
| institution | Universidad de Barcelona |
| instname_str | Universidad de Barcelona |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:diposit.ub.edu:2445/178633 |
| publishDate | 2021 |
| publishDateSort | 2021 |
| publisher | MDPI |
| publisherStr | MDPI |
| reponame_str | Dipòsit Digital de la UB |
| spelling | University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning Arco Bravo, Isabel del Silva García, Patricia Flores Alarcia, Òscar 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 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. MDPI https://hdl.handle.net/2445/178633 |
| 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 Educational quality |
| status_str | publishedVersion |
| title | 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_short | 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 |
| 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 Educational quality |
| topic_facet | 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 |
| url | https://hdl.handle.net/2445/178633 |