The reset of student participation: An analysis of participation tools, dynamics and perceptions in a blended learning context

Achieving student participation and invol-vement in the development of each sub-ject is a long-standing challenge in higher education. On the basis of this premise, this article focuses on studying the levels of student participation in virtual and fa-ce-to-face education environments in the third year of the degree in Modern Lan-guages and Translation at the University of Alcala. More specifically, our analysis aims to compare students' general impres-sions of their participation in both con-texts (on-site teaching and virtual teaching during the university closure due to the COVID-19 pandemic) and to probe their opinion on the participation tools used by the teaching staff with a focus on which of those tools they consider most and least useful in each context. To achieve these aims, a two-stage study combining quanti-tative and qualitative data was developed through two coalescent data collection procedures: an online questionnaire res-ponded by 47 out of 70 students and a subsequent virtual discussion group with five students. The analysis of the informa-tion collected consolidates participation as a problematic aspect in the teaching -learning process in both environments, although it also shows a year-on-year im-provement in virtual contexts. Similarly, the results show a widespread support of the instruments used by teachers to boost the levels of student participation in both online and face-to-face sessions.

Enseñanza virtual de lengua inglesa durante el confinamiento domiciliario: percepciones y reacciones del alumnado en una universidad española

The outbreak of the covid-19 pandemic in Spain was a major challenge for universities offering face-to-face education since these were compelled to adjust to online teaching in an extremely brief time span. This article aims to offer a comprehensive picture of the repercussions that such a sudden immersion in full virtual mode had on instrumental English subjects taught in different undergraduate programs at Universidad de Alcalá in Spain. The profile is based on the data collected from: (a) a survey with 159 respondents enrolled in English courses in the faculties of Philosophy and Arts, and of Economics, Business and Tourism;and (b) a subsequent discussion group, including the authors of the study and a deliberately selected number of respondents. Both methods were used to delve into core aspects of language teaching such as: (a) skills acquisition, (b) assessment methods, (c) the usefulness of the ict tools employed in the classroom, or in-class, and (d) interactions between students and between students and teachers in this exceptional context of unforeseen remote education. Results underscore the problems this scenario entails for the practice and acquisition of skills such as oral performance, class participation, or the management of teamwork and interpersonal relationships. They also pinpoint certain benefits related to an enhanced knowledge and handling of ict tools. Finally, they give instructors insight into the digital applications and assessment instruments which were more and less highly valued by students. © 2021 Universidad de Antioquia. All Rights Reserved.