B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain

Ruiz, Luis Manuel Sánchez; Moll-López, Santiago; Moraño, José Antonio; Llobregat-Gómez, Nuria

doi:10.3390/su13063532

Cited by 48 publications

(46 citation statements)

References 58 publications

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“…The competencies pursued with this subject include the ability to apply knowledge about linear algebra, differential geometry, differential and integral calculus, and an introduction to differential equations and numerical methods. To achieve them and assess the learning process, a number of different activities are scheduled, recently with an increasing number of them via digital means and flipped methodology [24]:…”

Section: A Dcda Implementation Casementioning

confidence: 99%

“…The learning process runs throughout various activities, such as master classes, problem solving, gamification activities, or lab sessions, where students play a more or less active role with student-centered activities, such as project-based learning, flipped teaching (FT) [6][7][8][9], or a combination of these, with the so-called blended learning (BL) methodologies [10][11][12][13][14][15][16]. Indeed, BL and educational technology have proven to be crucial in the university resilience to cope with the COVID-19 pandemic that irrupted the 2020 academic year [17][18][19][20][21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

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Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

et al. 2021

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Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.

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Section: A Dcda Implementation Casementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

et al. 2021

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“…However, as previously stated, most studies focused on students' perspectives, more commonly in secondary educational levels. Only in few cases have inter-continental studies included university teachers' perception of the challenge of virtual teaching imposed by COVID-19 pandemic [67,72,77,78,80]. Although other researchers have indicated their relevance in using ICTs in education and the impact during the pandemic [69,72], there is still missing information.…”

Section: Hypothesis and Objectivesmentioning

confidence: 99%

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

et al. 2021

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Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

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“…Consequently, countries had to implement large expenditure measures to increase the capacity of their health systems to assist their populations, as they were strongly affected by the pandemic [13]. In education, some methodologies had to be changed to facilitate students' learning in a sustainable manner [14]. In general, society faced a decrease in positive feelings and a dissatisfaction with lifestyle, derived from economic problems [14].…”

Section: Introductionmentioning

confidence: 99%

“…In education, some methodologies had to be changed to facilitate students' learning in a sustainable manner [14]. In general, society faced a decrease in positive feelings and a dissatisfaction with lifestyle, derived from economic problems [14]. Socioeconomic factors are the drivers of the conditions in which society lives.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Intention before and during COVID-19—A Case Study on Portuguese University Students

et al. 2021

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The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

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B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain

Cited by 48 publications

References 58 publications

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Entrepreneurial Intention before and during COVID-19—A Case Study on Portuguese University Students

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