Coping Strategies for Online Learning from Home

The closure of schools as a preventive measure against the COVID-19 pandemic has resulted in an unprecedented situation where parents have to take an active role in their children's learning process. This fact has generated both positive and negative emotions and behaviors that had not been evidenced before. Therefore, the present study aims to examine the coping strategies used by parents and their perceptions regarding online learning methods during the pandemic. The research was carried out with a mixed approach, where 201 parents with children in elementary school were recruited through social networks. In the quantitative part, the results revealed that cognitive and spiritual coping strategies predominated, motivated by the level of parental involvement in their children's education. On the other hand, in the qualitative part, a semi-structured interview was used focusing on social relationship, self-blame, and planning, where the emotional and affective bond that parents provided to their children during this period was highlighted. However, their concern and frustration were also evidenced by not having the necessary competencies to support their children's tasks and being unfamiliar with the use of technology, so they sought help from specialists and family members to obtain technological and didactic support that would allow sustaining the parent-school dyad in the transition to online learning from home. These findings lead to a rethink of learning management from the perspective of parents, which gives rise to a digital communication model that links the cognitive, affective, and spiritual aspects. © 2023 Society for Research and Knowledge Management. All rights reserved.

An Application of the Quizizz Gamification Tool to Improve Motivation in the Evaluation of Elementary School Students

The motivation of students in the evaluation is one of the most difficult processes in education because students face high levels of stress and anxiety previously, during and after the evaluation, even more so considering the situation that was experienced due to the COVID-19 health emergency. This research aims to apply the gamification tool Quizizz to improve motivation in the evaluations of Primary Education students. Mixed methods research was used in this project in order to systematically integrate quantitative and qualitative methods, was of 40 school children from state educational institutions, which carried out four processes to measure the levels of motivation in the evaluation. This paper demonstrated that students presented improvements in motivation levels and decreased stress levels due to use of Quizizz tool as an alternative in the evaluation. © 2023 by the authors.

Instruction Models of Located Cognition and Their Effectiveness Using Flipped Learning in Initial Training Students

The current moments lead us to search for different strategies and modalities for the teaching-learning process, where face-to-face work has prevailed for a long time until the arrival of the pandemic (Covid-19) to migrate to a ubiquitous job. The objective of the study is to analyze the relationship that exists between the instructional cognitive model and its implications of using flipped learning as a methodology to acquire meaningful learning where teachers assign instruction through a recorded video. This study was carried out with a quantitative approach, with a correlational descriptive design, 60 students from a public university voluntarily participated, the same ones who are finishing their higher studies and were selected with an intentional non-probabilistic sampling, the instruments used were two surveys, one for flipped learning and the other for cognitive instructional design. The results reveal a level of high cultural relevance in the learning environment developed by the teacher who uses flipped learning with university students. It is concluded that from the perception of the students there is a positive correlation and that it is conditioned that flipped learning will be successful or adequate to the extent that the cognitive instructional approach is efficient. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Emotional Response in the Interaction of Instructional Video as Teaching Support for Teachers in Initial Training

Students of initial training develop in an atmosphere full of emotions that go unnoticed by university teachers, coupled with the little expertise to face preprofessional pedagogical practice especially in this distance learning modality due to COVID-19, using various technological resources. This article aims to analyze the associations between the perception of the instructional videos and the positive and negative emotions experienced by students in the subject Mathematical Thinking II. The study is descriptive correlational, carried out on 42 students of the Primary Education career. Applying two instruments to measure the quality of the instructional video and the emotions generated after viewing it and the teacher's participation. A significant relationship has been found between instructional video and positive emotions. The result allows establishing greater preferences for emotion, enthusiasm, happiness, and enjoyment that allows students through teaching practice to face personal and professional emotions in their learning experiences by evaluating the instructional video. The main finding shows moments of intensity towards positive rather than negative emotions promoting healthy pedagogical activities in the classroom strengthened by non-face-to-face teaching. © 2021 ACM.