Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por COVID-19

Virgili, María Eulalia Torras

doi:10.24310/innoeduca.2021.v7i1.9079

Cited by 17 publications

(9 citation statements)

References 17 publications

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“…In an attempt to define and conceptualise this shift to distance education teaching, new terms and paradigms arose. Such is the case of ERT, coined by Hodges et al back in March 2020 and amply discussed by scholars later (e.g., Garcí a-Aretio, 2021; Torras- Virgili, 2021).…”

Section: Teachers Distance Education and Covid-19: The Rise Of Ert An...mentioning

confidence: 98%

Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

Palacios-Hidalgo,

Huertas-Abril

2024

Forum Linguist. Stud.

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The COVID-19 or Coronavirus health emergency brought about disruptions that highlighted the need to adapt education, especially language education, to secure students’ learning process. In this light, new terms, such as Emergency Remote Language Teaching, arose to differentiate ‘traditional’ online education from what was done in classrooms when schools were closed during the pandemic. Teachers directed their efforts to guarantee the continuity of students’ learning, which has been reflected in the increase in the number of studies examining how they have coped with this situation. In relation to the teaching and learning of English, however, there is limited research, up to the researchers’ knowledge, that explores whether teachers feel prepared to teach in Emergency Remote Language Teaching situations. Therefore, this paper studies the attitudes of Spanish future teachers of English concerning their readiness and abilities for Emergency Remote Language Teaching situations. Findings show that participants have positive attitudes towards adapting content to Emergency Remote Language Teaching, giving appropriate feedback, and selecting proper assessment methods. Moreover, they consider their training at university has been appropriate. Finally, recommendations to include strategies for Emergency Remote Language Teaching in teacher training syllabi are provided.

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Section: Teachers Distance Education and Covid-19: The Rise Of Ert An...mentioning

confidence: 98%

Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

Palacios-Hidalgo,

Huertas-Abril

2024

Forum Linguist. Stud.

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“…Techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) is a set of guidelines and activities organized, coherent and based on the use of technological resources and pedagogical strategies of FL and CW oriented to the teaching-learning process of academic writing. TPD-FLACW proposal was based on the route proposed by the ADDIE model based on analysis, design, development, implementation, and evaluation (Torras Virgili, 2021). Considering the guidelines of the previous model, TPD-FLACW was designed by identifying the needs of the students, secondly, TPD was carried out based on pedagogical proposals (FL and CW), then, the contents linked to the production of the academic essay were developed.…”

Section: Definition and Design Of Tpd-flacwmentioning

confidence: 99%

A techno-pedagogical design for the production of academic essays in university students

Chura-Quispe,

Garcia Castro

2024

CONT ED TECHNOLOGY

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The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε<sup>2</sup>>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

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“…In many other educational institutions in Latin America, due to the digital divide or the lack of economic and technological resources (Ferri et al, 2020) some other distance education modality was implemented, e.g., through open television broadcast. In worst-case scenarios, some institutions stopped providing school services and attention to students all together (Torras Virgili, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Gains from the transition from face-to-face to digital/online modality to improve education in emergency

et al. 2023

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Education during emergencies demands attention from both institutions and governments, as the incidence of disasters and crises continues to increase worldwide due to various challenges that threaten humanity, including climate change, terrorism, food and water scarcity, energy crises, poverty, and inequality. Emergency remote teaching (ERT) is a critical factor in providing academic opportunities, building resilience, and promoting recovery for affected individuals. This research examines the challenges associated with transitioning from face-to-face to online/digital lessons, according to the perceptions of 105 professors in a Mexican private university, 2 months after mandatory online/digital teaching was implemented. By analyzing data collected through a survey using statistical and data mining techniques, we identified factors that should be considered when designing future education in emergency situations. The study found that while most professors positively evaluated their performance in ERT, they still preferred face-to-face teaching due to the lack of personal interaction and distractions. Professors adapted to ERT with technological training provided by the institution, but reported an increase in workload and the importance of the balance between job responsibilities and family issues. The study also revealed that professors’ performance in ERT depended on the conditions of their teaching space at home. Furthermore, the study suggested the need for the development of an improved assessment framework for online evaluation methods, and integration of the most effective online and face-to-face teaching strategies for everyday academic contexts. The sudden change in education modality represented a fantastic opportunity to introduce teaching-learning-evaluating strategies and technologies while forcing institutions to evolve into the digital environment. Therefore, every education stakeholder should identify and implement best practices of the online and face-to-face modalities to improve future education in emergencies.

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Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por COVID-19

Cited by 17 publications

References 17 publications

Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

A techno-pedagogical design for the production of academic essays in university students

Gains from the transition from face-to-face to digital/online modality to improve education in emergency

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