ABSTRACT
Purpose: The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed. Design/methodology/approach: The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys. Findings: Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment;(2) The facilities and difficulties in this new modality of online training;and (3) The consequences of the crisis on higher education in the medium and long term. Originality/value: Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis. © 2023, Emerald Publishing Limited.
ABSTRACT
It analyzes the vision and proposals of members of family units in rural and urban Spain on how to educate and evaluate schools during the lockdown caused by the COVID-19 global health crisis. A descriptive study was carried out using the online survey methodology on a non-probabilistic sample of 3,376 cases. Data from urban and rural groups have been compared and analyzed through descriptive statistics, hypothesis contrasting, and qualitative content analysis. The results indicate that, although scarce, there are still digital gaps in access to means and resources to continue the educational process at home. There are statistically significant differences in access to computers, quality internet connection, curricular materials and resources between rural and urban groups, and the perception of the educational capability of adults in the household to accompany students in their tasks. Their evaluations in the last question posed are developed around the categories of (1) family experiences, (2) criticism of the management of the crisis, (3) proposals for improvement, (4) proposals for the next academic year. © 2022 Ediciones Universidad de Salamanca. All rights reserved.
ABSTRACT
The COVID 19 pandemic crisis forced the closure of all school institutions and promoted online learning in Spain. Thus, in a short time, thousands of students had to change their routines and ways of learning, a fact that impacted in different ways on family organizations in the country. This study presents the vision of families in the Autonomous Community of Castile and León on how they faced this situation and their assessment of the measures taken by the educational administrations during the state of crisis and compulsory confinement decreed since March 2020. The methodology of the study is quantitative, with a descriptive approach. An online survey was applied to a representative sample of 570 members of family units in the Autonomous Community and descriptive statistical analysis, hypothesis testing, and qualitative content analysis were carried out on the information collected. The results show the persistent hurdles to access media and digital resources in the most vulnerable population, the generalized demand for making educational and evaluative processes more flexible in schools in exceptional cases such as the pandemic, and a critical view of some educational policies adopted, which have focused on advancing content and examining it, sometimes disregarding the diversity of students. © The Author(s), 2021.
ABSTRACT
Digital platforms are generating the most significant advances in global educational innovation. The global pandemic of Covid-19 is accelerating the expansion of digital platforms in education. Google is the technology corporation that, through Google for Education, is leading educational innovation through its digital platforms. In this context, the objective of this article is to analyze innovation in educational practices and teacher training through Google's digital platforms. From a qualitative approach based on the implementation of a digital ethnography and a technography, eight Google websites related to teacher training and data have been analyzed in depth. The results of the study show that, through the Classroom API (1) new techno-educational control processes are being generated, (2) new extractive dynamics of data and (3) new relationships are forming with the technology industry. Alongside this, it is observed that teacher training for techno-educational innovation in Google is based on pyramidal professional development, through teaching certifications, and on "Google educational communities" that are self-formed and expand the tools and market logics of this technology corporation. © 2021 Universidad Autonoma de Madrid. All rights reserved.
ABSTRACT
In the face of the pandemic of COVID-19, millions of schools around the world have been forced to close. In these months of crisis, much research has been done in the field of health, but not in the field of education. In order to investigate what has been published on education and evaluation in times of COVID-19, a systematic review of the literature was carried out with the PRISMA strategy. We searched Scopus, ERIC, Web of Science, Dialnet and Google Scholar, which provided a corpus of 23 studies. The studies are organized thematically in three dimensions: (1) Educational evaluation practices in the context of the COVID-19 pandemic;(2) People’s perceptions or knowledge of the COVID-19 crisis;(3) Reflections and proposals for the management of the COVID-19 emergency. As there is a lack of studies, we argue the need to generate further research. © 2021. All Rights Reserved.
ABSTRACT
This article starts from a theoretical review on the current advance of EdTech capitalism in the definition of the new global educational policies. In it, the aim is to analyze the neoliberal logics that are being introduced in educational systems through the story of an unavoidable future of digital education, promoted again by the large technological corporations, as a result of the confinement and distance education imposed by the global pandemic COVID-19 in much of the world. The new digital governance that is being introduced by BigTech in education is discussed, where publicprivate hybridization becomes rather public subordination and dependence on the private and if what this hybrid governance is really leading to is a progressive phenomenon of educational uberization. Finally, it is concluded that the solution is not to become an objector to digitization but to "socialize the cloud" and put into the hands of the common the new means of digital production, to advance towards educational digital democracy.
ABSTRACT
INTRODUCTION. The purpose of this study is to describe how university students rate the evaluation systems and strategies that have been proposed for use in Higher Education during the lockdown period and online teaching as a result of the coronavirus crisis in Spain. METHOD. A descriptive study has been prepared by means of an on-line questionnaire, specifically designed on the basis of evaluation and qualification proposals made by REACU, ANECA, UNESCO and the Ministry of Universities. RESULTS. The results obtained, after applying them to a sample of 1,008 students from different universities in Spain, and covering most of the Autonomous Communities, indicate that students are demanding flexibility in online assessment during the current crisis situation, as well as the introduction of some of the learning-oriented assessment practices, within a formative and continuous assessment model that employs a variety of strategies and instruments. However, they are reluctant to introduce peer review tools. DISCUSSION. Online assessment in universities has become a challenge and a necessity, especially under these circumstances. Therefore, it is crucial to take into account the students' points of view and to use the lessons learned during this crisis to reinforce an appropiate evaluation in Higher Education that ensures inclusion and equity.
ABSTRACT
Purpose: March 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented. Design/methodology/approach: 3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics. Findings: Relevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education;families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors;it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum;priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones. Originality/value: The study allows progress in the analysis of educational policy proposals in the face of future crisis. © 2021, Emerald Publishing Limited.
ABSTRACT
The Education Authorities have established instructions and guidelines to regulate the end of the school year, its evaluation and the beginning of the new one, in view of the situation of suspension of classes during the third trimester and the confinement of the population to their homes, decreed in response to the Covid-19 pandemic. These 20 documents and 369 pages allow us to investigate the different educational policies adopted by the Autonomous Communities of Spain. A critical discourse analysis has been used. The results indicate that the standards fall between two major approaches: a more "progressive" one focused on anchoring basic and relevant learning, emotional support, and formative assessment, where the third non-attendance assessment was considered "ungradable." Another more "conservative" committed to continue teaching contents in the third trimester and to evaluate them, establishing that no promotion or degree will be given with failed subjects. However, there are a series of measures which have generated a very positive pedagogical consensus with regard to future educational policies in this country around "leaving no one behind", making the educational process more flexible, evaluation as an improvement, enhancing the didactic use of technologies, and supporting and strengthening.