E-LEARNING AND THE FACTORS THAT INFLUENCE THE FEAR OF FAILING AN ACADEMIC YEAR IN THE ERA OF COVID-19

The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities in the Arequipa region of Peru. The methodology used was developed in two stages;in the first stage, an Exploratory Factor Analysis (EFA) was performed, which enabled us to compare the initial results from the theoretical matrix proposed with the observed matrix;in the following stage, a Confirmatory Factor Analysis (CFA) was performed, as an analytic condition for the factors and to determine the robustness of the proposed model. For this purpose, the Structural Equation Modeling (PLS-SEM) was used, based on partial minimum squares. The sample for the study was made up by 252 students. It is concluded that there are significant influential relationships among the variables observed, such as the individual impact of e-learning, depression, mediated by psychological distress and anxiety for fear of failing the academic year © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

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.