ABSTRACT
In this work, forms of asynchronous interaction developed by university students during the Covid-19 pandemic are identified. Through a case study, the structure of participation and the discursive mechanisms used by four groups of students were analyzed;the groups discussed different educational topics over six weeks. Due to the process of adaptation to the virtual training modality, the groups presented various difficulties in maintaining constant and productive conversations in the forums;however, a slight improvement can be seen after the third week of work when the students begin to internalize the new modality. © GKAEdiciones, authors.
ABSTRACT
The objective of these work was to explore the experiences of university students about the instructional action in an online teaching setting, before Covid-19, and in emergency remote teaching setting, during the pandemic. For this, a cross sectionalcorrelational study with non-probabilistic sampling of voluntary participants was carried out;the sample consisted of 301 students enrolled in a Mexican university. To contrast the experiences of the students in the two scenarios, a self-applied Likert-type questionnaire was used, composed of 24 items (Cronbach's alpha internal consistency coefficient of.968, correlations greater than.30 in all items);the analysis procedure involved two complementary routes: calculating percentage frequencies and in addition Student's t test was applied for related samples. It was found that the means were higher for the online teaching scenario compared to the emergency remote teaching scenario, although statistically significant differences were only found regarding the instructional design, the evaluation of learning and the participation of students in the subjects. The results also reveal a couple of methodological limitations and, at the same time, a set of questions that open future lines of work. © 2021 Universidad de Murcia. All rights reserved.
ABSTRACT
The spread of SARS-CoV-2 virus is a worldwide emergency with great repercussions in all educational systems. In this context, the universities have implemented various actions to mitigate the impact of the pandemic on the training of their students. The purpose of this research was to identify the mechanisms implemented by 35 Mexican universities for responding to the health emergency. On the basis of the grounded theory method, the official websites of the universities were analyzed and, based on the nature of the data itself, conceptual categories were proposed to characterize the actions, strategies, and programs implemented due to the emergency. As part of the results, 22 conceptual categories were identified and grouped into four areas: i) preparedness measures at an early stage of the emergency, ii) response and support for the implementation of the online educational modality;iii) measures for well-being and personal care and iv) channels of communication aimed at the educational community. Based on the strengths identified in the universities, it is suggested to take advantage of the accumulated experience, especially the successful cases of three public universities, and go beyond the simple prescription of guidelines for academic continuity to the broad elaboration of educational plans for the emergency.