scholarly journals Perceptions of University Students towards Digital Transformation during the Pandemic

2021 ◽  
Vol 11 (11) ◽  
pp. 738
Author(s):  
Carlos Hervás-Gómez ◽  
María Dolores Díaz-Noguera ◽  
Ana María De la Calle-Cabrera ◽  
Olga Guijarro-Cordobés
Keyword(s):  
University Students ◽  
Digital Transformation ◽  
Learning Processes ◽  
University Teaching ◽  
Perceptions Of Students ◽  
Digital Environments ◽  
Digital Pedagogy ◽  
Development Of Competencies ◽  
Teaching Learning ◽  
Self Learning

The aim of this study is to determine the perceptions of university students toward teaching–learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching–learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.

scholarly journals Perceptions of Students Toward Digital Transformation in University Teaching

2020 ◽  
Author(s):  
María Dolores Díaz-Noguera ◽  
Carlos Hervás-Gómez ◽  
Olga Guijarro-Cordobés ◽  
María de los Ángeles Domínguez-González
Keyword(s):  
Cultural Change ◽  
Digital Transformation ◽  
University Teaching ◽  
Student Empowerment ◽  
Professional Collaboration ◽  
Perceptions Of Students ◽  
Digital Pedagogy ◽  
Change In Higher Education ◽  
Descriptive Survey ◽  
Self Learning

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

scholarly journals Valuations of Students Toward Digital Transformation to a Result of Covid-19 to Improve Sustainability in Education

2020 ◽  
Author(s):  
Carlos Hervás-Gómez ◽  
María Dolores Díaz-Noguera ◽  
Olga Guijarro-Cordobés ◽  
Julia Gallardo-Pérez
Keyword(s):  
Cultural Change ◽  
Digital Transformation ◽  
University Teaching ◽  
Student Empowerment ◽  
Professional Collaboration ◽  
Perceptions Of Students ◽  
Digital Pedagogy ◽  
Change In Higher Education ◽  
Descriptive Survey ◽  
Self Learning

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

scholarly journals Perceptions of Students Toward Digital Transformation in University Teaching to Improve Sustainability in Education

2020 ◽  
Author(s):  
María Dolores Díaz-Noguera ◽  
Carlos Hervás-Gómez ◽  
Olga Guijarro-Cordobés ◽  
Julia Gallardo-Pérez
Keyword(s):  
Cultural Change ◽  
Digital Transformation ◽  
University Teaching ◽  
Student Empowerment ◽  
Professional Collaboration ◽  
Perceptions Of Students ◽  
Digital Pedagogy ◽  
Change In Higher Education ◽  
Descriptive Survey ◽  
Self Learning

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

scholarly journals Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

2022 ◽  
Vol 19 (2) ◽  
pp. 654
Author(s):  
María Dolores Díaz-Noguera ◽  
Carlos Hervás-Gómez ◽  
Ana María De la Calle-Cabrera ◽  
Eloy López-Meneses
Keyword(s):  
Online Teaching ◽  
Online Survey ◽  
Ad Hoc ◽  
Digital Transformation ◽  
University Teaching ◽  
Adaptation Capacity ◽  
Student Autonomy ◽  
Digital Pedagogy ◽  
Spanish Higher Education ◽  
The University

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

NATIONAL HIGHER EDUCATION TRANSFORMATION DURING THE COVID-19 PANDEMIC IN PERCEPTIONS OF STUDENTS AND TEACHERS

2021 ◽  
Vol 35 (4) ◽  
pp. 141-153
Author(s):  
Natalia Mospan
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Transformation ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Online Format ◽  
Clear Idea ◽  
Teaching Learning ◽  
National Universities

This article examines the response of national higher education to the COVID-19 pandemic in 2020. In the hard year of 2020, students and teachers faced a new challenge – the transition to digitally-based distance education. They were forced to master previously unknown educational platforms, change the format and methods of teaching, learning and exams. Therefore, students and teachers’ attitudes and experiences of teaching-learning in such an emergency is a source for decision-making to improve the digital transformation of national higher education. The research focuses on the study of experience and perception by teachers and students of distance learning. The study is based on a survey of students of the capital university and teachers of three national universities, which give a clear idea of ​​the rapid transition of higher education to a new format – to digitally-based distance learning in an emergency – pandemic COVID-19. The questionnaires were developed in Google Forms format and distributed selectively to students and academics online in 2020-2021. It is emphasised that the COVID-19 pandemic tested the autonomy of national universities, their ability to reorganise educational services into an online format in a short time based on various technical capabilities and financial resources. The findings suggest that the COVID-19 pandemic has accelerated the digitisation of higher education, both international and national. In addition, the survey results allow not only to identify positive and negative trends in the digital transformation of higher education but also to outline promising formats of education in perceptions of students and teachers in the future.

scholarly journals Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cecilia Latorre-Cosculluela ◽  
Cristina Suárez ◽  
Sonia Quiroga ◽  
Natalia Sobradiel-Sierra ◽  
Raquel Lozano-Blasco ◽  
...  
Keyword(s):  
University Students ◽  
21St Century ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Content Type ◽  
Use Of Technology ◽  
The Future ◽  
Development Of Competencies ◽  
Teaching Learning

Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

scholarly journals Facebook in an English Guided Self Learning Class

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 771
Author(s):  
Melania Wiannastiti
Keyword(s):  
Social Media ◽  
University Students ◽  
Language Learners ◽  
Teaching And Learning ◽  
Autonomous Learning ◽  
The Internet ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Learning Language ◽  
Self Learning

The use of technology especially the Internet in language teaching and learning has become more popular nowadays since it is more interesting and effective. Nowadays, since almost every person has at least a gadget connected to the Internet, the teaching learning is possible to be carried out outside the classroom in the way of autonomous learning. Language learners are likely to look to computers and the Internet for resources of learning. By applying the Internet as the type of learning, students are exposed to optimize the use their gadget connected to the Internet. This type of learning was also applied for Binus pre-university students learning English Smart Program in GSLC (Guided Self Learning Class). Based on the background, this paper aims to explain what GSLC is and describe how Facebook as the Internet social media can be used for supporting GSLC. There are many advantages the students and the lecturer get from using this media in GSLC. From result of the questionnaire, FB is affective to support them in learning.  In conclusion, Facebook can be used to support the GSLC activities.   

scholarly journals How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesús de la Fuente ◽  
Mónica Pachón-Basallo ◽  
Flavia H. Santos ◽  
Francisco J. Peralta-Sánchez ◽  
María Carmen González-Torres ◽  
...  
Keyword(s):  
University Students ◽  
Negative Emotion ◽  
Stress Factors ◽  
University Teaching ◽  
Teaching Process ◽  
Ex Post ◽  
Ex Post Facto ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Academic Year

The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.

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