Abstract
The covid-19 pandemic has significantly altered the organization and scheduling of high schools in Spain. Due to pandemic restrictions, most students from grades 9 to 11 come to class only on alternate days. In this situation, e-learning and distance learning have gained prominence as necessary methods of instruction. In this study 68 students from grades 9 and 10, attending on alternate days, participated in an online teaching experience for the first time in their lives. This took place during the first trimester of the 2020-2021 academic school year. On days when they did not attend class in person, students were expected to watch the mathematics classes which were broadcasted live via YouTube. Students could either watch the classes live and ask the teacher questions via an online chat, or alternatively, they could watch the pre-recorded classes at a later time. The two options were analyzed using quantitative and qualitative methods. Results showed a continuous decrease in the number of students who preferred the first option, switching progressively from online live classes to pre-recorded classes as the weeks passed. The qualitative results explained this progressive decrease as students preferred to watch the teacher’s explanations several times. Although e-learning is absolutely necessary in the 21st century, and especially during the current pandemic, controlling students’ level of application to distance work and online learning is still a challenge.
Highlights
This study aims to contribute to the existing research literature on e-learning and covid-19
In this study we examine how high school students have embraced e-learning during the covid-19 pandemic in Spain while attending school in person on alternate days
It can be concluded that most high school students may not yet be responsible enough to partake in this type of e-learning on alternate days
Summary
Several authors have highlighted and drawn attention to the importance of digital competence for learning during the pandemic Just because their children are familiar with digital devices, many parents expect their children to be proficient enough to enroll in online or electronic learning, which often proves not to be the case (Akçayır, Dündar, & Akçayır, 2016; Kirschner & De Bruyckere, 2017; Nowak, 2019; Yong, Gates, & Harrison, 2016). In this sense, the situation brought about by the covid-19 pandemic has shown more clearly than ever students’ lack of digital competence (Iivari, Sharma, & Ventä-Olkkonen, 2020; Tejedor, Cervi, Pérez-Escoda, & Jumbo, 2020)
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