Abstract
As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.
Highlights
As a result of the global pandemic caused by COVID-19, higher education has been affected at a global level and in Spain, wherein mid-March the state of alarm was declared, with the state and university academic authorities decreeing that, for the remainder of the 2019–2020 academic year, teaching and learning processes would be carried out digitally
The teaching and learning processes in higher education were already in continuous evolution in relation to the influence of technology on the incorporation of emerging methodologies, the truth is that due to the confinement caused by the coronavirus it seems the full use of information and communication technologies (ICT) in methodological adaptation has been enforced and its inclusion accelerated, as a test of organisational agility [1], and fostered a process of transformation accelerated to a digitalized university through online processes with new pedagogical models and learning environments
The research presented is focused on finding out the perception that students at the Faculty of Education Sciences of the University of Granada have about the pedagogical model assumed in the virtual learning environment, during the confinement by the COVID19, in the second semester of the 2019–2020 academic year, associated with the use of digital technologies and applied methodologies
Summary
The teaching and learning processes in higher education were already in continuous evolution in relation to the influence of technology on the incorporation of emerging methodologies, the truth is that due to the confinement caused by the coronavirus it seems the full use of ICTs in methodological adaptation has been enforced and its inclusion accelerated, as a test of organisational agility [1], and fostered a process of transformation accelerated to a digitalized university through online processes with new pedagogical models and learning environments. All these transformations have become a more sustainable model of education [2]
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