Analytical Framework for Emergency Remote Education in Universities During Lockdown

Analytical Framework for Emergency Remote Education in Universities During Lockdown

This paper presents a framework based on three dimensions (material, educational, and psychoemotional) to explore the characteristics, processes, and outcomes of emergency remote education introduced by in-person universities during the COVID-19 pandemic. With this aim, two ad hoc questionnaires wer...

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Autores principales: Pérez-López, Eva, Alzás, Teresa
Formato: Online
Idioma:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Acceso en liña:https://redie.uabc.mx/redie/article/view/4965
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id redie-article-4965
record_format ojs
institution REDIE
collection OJS
language spa
format Online
author Pérez-López, Eva
Alzás, Teresa
spellingShingle Pérez-López, Eva
Alzás, Teresa
Analytical Framework for Emergency Remote Education in Universities During Lockdown
author_facet Pérez-López, Eva
Alzás, Teresa
author_sort Pérez-López, Eva
title Analytical Framework for Emergency Remote Education in Universities During Lockdown
title_short Analytical Framework for Emergency Remote Education in Universities During Lockdown
title_full Analytical Framework for Emergency Remote Education in Universities During Lockdown
title_fullStr Analytical Framework for Emergency Remote Education in Universities During Lockdown
title_full_unstemmed Analytical Framework for Emergency Remote Education in Universities During Lockdown
title_sort analytical framework for emergency remote education in universities during lockdown
description This paper presents a framework based on three dimensions (material, educational, and psychoemotional) to explore the characteristics, processes, and outcomes of emergency remote education introduced by in-person universities during the COVID-19 pandemic. With this aim, two ad hoc questionnaires were designed and administered in April-May to a sample of 220 teachers and 548 students in a Spanish university. The most significant findings show digital inequality between students in terms of technological equipment and the quality of connectivity. Remote education was designed as a way to transfer the in-person teaching model to a virtual environment. Both teachers and students experienced an overload of work, which may help to explain the high levels of stress experienced by both groups. The research concludes with proposals to improve the quality and effectiveness of distance learning in any future crises.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4965
_version_ 1792095026773229568
spelling redie-article-49652023-12-23T01:34:14Z Analytical Framework for Emergency Remote Education in Universities During Lockdown Marco analítico para la educación remota de emergencia en las universidades en tiempos de confinamiento Marco analítico para a educação remota emergencial nas universidades em tempos de confinamento Pérez-López, Eva Alzás, Teresa pandemics distance education higher education student teacher relationship satisfaction pandemia educación a distancia educación superior relación profesor-alumno satisfacción pandemia educação a distância ensino superior relação professor-aluno satisfação This paper presents a framework based on three dimensions (material, educational, and psychoemotional) to explore the characteristics, processes, and outcomes of emergency remote education introduced by in-person universities during the COVID-19 pandemic. With this aim, two ad hoc questionnaires were designed and administered in April-May to a sample of 220 teachers and 548 students in a Spanish university. The most significant findings show digital inequality between students in terms of technological equipment and the quality of connectivity. Remote education was designed as a way to transfer the in-person teaching model to a virtual environment. Both teachers and students experienced an overload of work, which may help to explain the high levels of stress experienced by both groups. The research concludes with proposals to improve the quality and effectiveness of distance learning in any future crises. Este artículo presenta un marco con una triple dimensión (material, educativa y psicoemocional) a partir del cual se analizan las características, procesos y resultados de la educación remota de emergencia implementada por las universidades presenciales durante la pandemia por COVID-19. A tal fin, se diseñaron dos cuestionarios ad hoc que se aplicaron en los meses de abril-mayo a una muestra de 220 docentes y 548 estudiantes en una universidad española. Los resultados más significativos evidencian una desigualdad digital en términos de tipo de equipamiento tecnológico y calidad de la conectividad entre los estudiantes. El diseño de la educación remota ha consistido en la traslación del modelo de enseñanza presencial al espacio virtual. Docentes y estudiantes experimentan una sobrecarga de trabajo que puede ayudar a explicar la alta afección de estrés de ambos. El estudio concluye con propuestas para mejorar la calidad y la eficacia de la enseñanza a distancia ante eventuales crisis. Este artigo apresenta um marco com uma tripla dimensão (material, educativa e psicoemocional), a partir da qual são analisadas as características, processos e resultados da educação remota emergencial implementada pelas universidades presenciais durante a pandemia da COVID-19. Para isso, dois questionários ad hoc foram elaborados e aplicados a uma amostra de 220 professores e 548 alunos de uma universidade espanhola. Os resultados mais significativos mostram uma desigualdade digital em termos de tipo de equipamento tecnológico e qualidade de conectividade entre os alunos. O desenho da educação a distância tem consistido na transferência do modelo de ensino presencial para o espaço virtual, e professores e alunos vivenciam uma sobrecarga de trabalho que ajuda a explicar os altos níveis de estresse de ambos. O estudo conclui com propostas para melhorar a qualidade e eficácia do ensino a distância em caso de crise. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text, image texto, imagen text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4965 10.24320/redie.2023.25.e12.4965 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 1607-4041 spa https://redie.uabc.mx/redie/article/view/4965/2396 https://redie.uabc.mx/redie/article/view/4965/2397 https://redie.uabc.mx/redie/article/view/4965/2416 https://redie.uabc.mx/redie/article/view/4965/2403 https://redie.uabc.mx/redie/article/view/4965/2440 Derechos de autor 2023 Eva Pérez-López, Teresa Alzás https://creativecommons.org/licenses/by-nc/4.0

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