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.

El ciberespacio está abriendo nuevos horizontes para la educación. Sin embargo, las posibilidades de interconexión, organización y creación colectiva que el nuevo espacio permite no siempre son entendidas y aprovechadas. Las administraciones educativas continúan promoviendo sistemas basados en principios predigitales para apoyar a las formas educativas tradicionales. Frente a ellos, se extienden otros que aprovechan los principios del ciberespacio desde nuevas creencias y valores, permitiendo formas de autogestión del saber y el conocimiento que están suponiendo una extraordinaria expansión de nuestra inteligencia colectiva. Consideramos fundamental replantear el encuentro TIC-educación bajo nuevas categorías que nos hagan tomar consciencia de la relevancia de esta visión y reorienten las acciones para la

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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.

In the last two decades, school coexistence in Spain has suffered an important deterioration with consequences in the quality of working life and the health of teachers, as well as in the academic performance of students. Educational administrations have promoted actions to improve it; however, the results have not been positive. To give a more adequate answer we must know in depth the scope of the problem. The objective of this study was to analyze the most common types of conflicts, the degree of incidence of each one and how they are distributed among students, as well as to determine the most important underlying cause according to the teachers. The field work was carried out during the 2018/2019 academic year, in a Secondary School located in the south of the Valencian Community (Spain). The student population was 1040, 532 women and 508 men. The research followed a mixed, qualitative, and quantitative methodology, making use of in-depth interviews with the teaching staff, participant observation and a quantitative analysis of 1501 incidents that were reported throughout the academic year. The results show us differences by sex: 84% of the incidents are produced by male students and 16% by female students. Incident distribution is very uneven among the different courses. Of the center’s problems, 88.14% are concentrated in the first two years of Compulsory Secondary Education. It is remarkable that 51% of the problems are generated by only 3% of the students, mostly men and with a significant academic disinterest; therefore, it is a very small number of students, but with a great impact on coexistence.