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Research on traditional mindfulness-based interventions supports the position that they are effective in treating psychological problems and benefiting healthy people. However, more research is needed on the effectiveness of online interventions, a field that is growing and developing rapidly, especially with the onset of the pandemic, as many meditation groups have moved into cyberspace. There is little research on the difficulties that these groups face and the effectiveness of online mindfulness practice. In this work, we analyze the effects of the transition from training with physical presence to virtual training in mindfulness during the lockdown and subsequent period of social distancing due to SARS-CoV-2. Specifically, we analyze the changes in the means and the methodology and the effects of the transition to virtual presence; finally, we evaluate the results obtained through both training models. The investigation was carried out in a center where face-to-face training has been provided for twelve years and that, with the onset of the pandemic, moved its practice groups to cyberspace. The methodology is anthropological and is supported by quantitative and qualitative techniques. The results show that online training breaks the traditional chrono-topo complex and opens up new access possibilities, but limits bodily practices, decreases the intensity of the experience, and slows down the pace of learning. However, the effectiveness is maintained by showing equivalent result rates at the end of the training.

This paper analyzes from a socio-anthropological perspective the practices in the construction of masculine identity of the Valencian men. Through discourse analysis from biographical interviews and systematic observation of masculinity spaces, this text explores recurring realities that help us understand how we build socioculturally the masculinity during childhood and adolescence.

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Online professional communities based on sharing under open licenses have become a new way of building knowledge, learning and professional development of the participants who build and expand their professional identity in the new global space. These new dynamics of cyberculture are not being sufficiently explored in the training of vocational students. However, open pedagogy models can foster pre-professional identity, influence academic success and self-perception, as well as contribute to the commons. In this study, we have investigated from the anthropological perspective, the impact of a training program based on an open pedagogy model. Specifically, we have investigated the effect on the pre-professional identity and the academic results of vocational students, as well as on the development of the commons of their profession. Methodologically, we have combined the bibliographic review with the empirical, quantitative, and qualitative data, collected in the ethnographic fieldwork carried out during two academic years on 77 students of “Microcomputer Systems and Networks”, in a vocational center located in the Community of Valencia (Spain). The results indicate that this methodology promotes, among students, the development of pre-professional identity, a better understanding of copyright and open licenses, appreciation of the documentation processes of their tasks, and the value of their works for society.