Rethinking teacher training: Covid-19 and the rise of e-learning

• Authors: Soler Costa Rebecca , Lafarga Ostáriz Pablo

Title variants

PL

Nowe podejście do szkolenia nauczycieli: Covid-19 i rozwój e-learningu

• Languages of publication: EN

Abstracts

EN

The Covid-19 pandemic has caused an exponential change in the educational environment. The impact of epidemiological situation has been so powerful, that it can be considered that a new paradigm has been born based on semi-presence as new didactic normality. We witness the new and accelerated context where Information and Communication Technologies (ICT) have acquired a greater role than they used to ever have. Under this new perspective, which also involves a strong reflection on the teaching-learning processes, a review of existing technological resources and their functionality at present is proposed. Taking all of this into consideration, during the beginning of the 21st century the technological advances in the field of education have been significant. Management platforms, resources on the Internet, or other media and simultaneous interaction are some of the key tools in a world immersed in a rethinking that goes far beyond a classroom.

PL

Pandemia Covid-19 spowodowała ogromną zmianę w środowisku edukacyjnym. Wpływ sytuacji epidemiologicznej był tak silny, że można uznać, iż powstał nowy paradygmat oparty na „półobecności” jako nowej normie dydaktycznej. Jesteśmy świadkami nowego kontekstu, w którym technologie informacyjne i komunikacyjne (ICT) zyskały większą rolę niż kiedykolwiek. W tej nowej perspektywie, która obejmuje również silną refleksję nad procesami nauczania i uczenia się, proponuje się przegląd istniejących zasobów technologicznych i ich aktualnej funkcjonalności. Biorąc pod uwagę powyższe, na początku XXI wieku postęp technologiczny w dziedzinie edukacji był bardzo znaczący. Platformy zarządzania, zasoby Internetowe lub inne media i interakcja symultaniczna to tylko niektóre z kluczowych narzędzi w świecie objętym rewolucyjnym podejściem do nauczania, które wykraczają daleko poza salę lekcyjną.

Keywords

EN

e-learnin,; digital competence; higher education; ICTs

PL

e-learning; kompetencje cyfrowe; szkolnictwo wyższe; technologie informacyjne i komunikacyjne

• Publisher: Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
• Journal: Kultura – Przemiany – Edukacja
• Year: 2020
• Volume: 8
• Pages: 207-217

Dates

published

2020

Contributors

author

Soler Costa Rebecca

• University of Zaragoza

author

Lafarga Ostáriz Pablo

• University of Zaragoza

References

• Aikina T.Y. & Bolsunoskaya L.M., Moodle based learning: motivating and demotivating factors, International Journal of Emerging Technologies in Learning, XV(II): 239–248, 2020. doi:
• 10.3991/ijet.v15i02.11297.
• Albelbisi N., Development and validation of the MOOC success scale (MOOC-SS), Education and Information Technologies, 2020. doi: 10.1007/s10639-020-10186-4
• Almaiah M.A., Al-Khasawneh A. & Althunibat A., Exploring the critical challenges and factores influencing the e-learning system usage during Covid-19 pandemic, Educacion and Information Technologies, 2020. doi: 10.1007/s10639-020-10219-y.
• Ana A., Minghat A.D., Purnawarman P., Saripudin S., Muktiarni M., Dwiyanti V. & Mustakim
• S.S. Students’ perceptions of the twists and turns of e-learning in the midst of the Covid 19 outbreak. Revista Romaneasca Pentru Educatie Multidimensionala, XII(I): 15–26, 2020. doi:
• 10.18662/rrem/12.1sup2/242.
• Bi X. & Shi X.D., On the effects of computer-assisted teaching on learning results base don blended method, International Journal of Emerging Technlogies in Learning, XIV(I): 58–70, 2019 doi: 10.3991/ijet.v14i01.9458.
• Brown M., McCormack M., Reeves J., Brooks C. y Grajek S., 2020 EDUCAUSE Horizon Report, Teaching and Learning Edition, Louisville, Educause. 2020.
• Cabero J., Formación del profesorado universitario en Tic. Aplicación del método Delphi para la selección de los contenidos formativos, Educación XXI, I(XVII): 109–132, 2014. doi: http://doi.org/doi: 10.5944/ educxx1.17.1.10707.
• Cabero J., Gutierrez J.J., Palacios A. & Barroso J., Development of the teacher digital competence validation of DigCompEdu check-in questionnaire in the University context of Andalusia
• (Spain), Sustainability, XII(XV), 2020. doi: 10.3390/su12156094.
• Cai S., Liu C.H., Wang T., Liu E.R. & Liang J.C., Effects of learning physics using Augmented Reality on student’s self-efficacy and conceptions of learning, British Journal of Educational Technology, 2020. doi: 10.1111/bjet.13020.
• Cantu-Ortiz F.J., Sánchez N.G., Garrido L., Terashima-Marin H. & Brena R.F., An artificial intelligence educational strategy for the digital transformation, International Journal of Interactive Design And Manufacturing – IJIDEM, 2020. doi: 10.1007/s12008-020-00702-8.
• Carneiro R., Toscano J., & Díaz T., Los desafíos de las TIC para el cambio educativo, Madrid, OEI – Fundación Santillana, 2009.
• Carpenter J.P, Rosenberg J.M., Dousay T.A., Romero E., Trust T., Kessler A., Phillips M., Morrison S.A., Fischer C. & Krutka D.G., What should teacher educators know about technology?
• Perspective and self-assessments. Teaching and teacher education, XCV, 2020. doi: 10.1016/j.tate.2020.103124.
• Cochrane T., Narayan V. & Birt J., Special collection on mobile mixed reality 2019 update. Research in learning technology, XXVIII, 2020. doi: 10.25304/rlt.v28.2424.
• Contreras J.C.Z., Gutierrez R.A.M, Vergara Y.K.A & Kayat G.M., School education and digital competence of students and teachers, EDUWEB-Revista de Tecnología de Información y Comunicación en Educación, X(I): 41–53, 2016.
• Crompton H. & Burke D., Mobile learning and pedagogical opportunities: a configurative systematic review of Prek-12 research using the SAMR framework, Computers & Education, CLVI, 2020. doi: 10.1016/j.compedu.2020.103945.
• Cziboly A. & Bethlenfalvy A. Response to Covid-19 zooming in on online process drama, RideThe Journal of Applied Theatre and Performance, 2020. doi: 10.1080/13569783.20-
• 20.1816818.
• Espinoza J.L.A., Vásquez R.A.D., Yacelga A.R.L. & Pillajo A.L.S., Moodle: alternative attention to unfinished schooling in the Imbura. Dilemas Contemporaneos-Educación Política
• y Valores, VI, 2019.
• Fulfer K.D., Watcher E., Muzyka J.L., Demoranville L.T., Fieberg J.E., Haile J.D., Scott D., Song Y., Workman J.M. & Young K.J., #StayCentred: maintaining personal education at centre
• college during Covid-19. Journal of Chemical Education, XCVII(IX): 2783–2787, 2020. doi: 10.1021/acs.jchemed.0c00726.
• Hatlevik O.E., Gudmundsdottir G.B. & Loi M., Digital diversity among upper secondary students: a multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence, Computers & Education, XXCI: 345–353, 2020. doi: 10.1016/j.compedu.2014.10.019.
• Hernández J.P. & Belmonte M.L., Assesment of the use of Kahoot! En face-to-face and virtual higher. Education in the knowledge society, XXI(XIII), 2020. doi: 10.14201/eks.22910.
• Instituto Nacional de Estadística. Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares, 2020. Retrieved from https://www.ine.es/
• dyngs/INEbase/es/operacion.htm?c=Estadistica_C&cid=1254736176741&menu=ultiDatos&idp=1254735576692.
• Ivaniuk I.V., Teachers’ digital competency develpoment: experience of scandinavian countries, Information Technologies and Learning Tools, LXXII(IV): 81–90, 2020. doi: 10.33407/
• itlt.v72i4.3081.
• Liesa M., Latorre C., Vázquez S. & Sierra V. The technological challenge facing higher education professors: perception of ICT tolos for developing 21st century skills, Sustainability,
• XII(XIII), 2020. doi: 10.3390/su12135339.
• Lozano R., De las TIC a las TAC: tecnologías del aprendizaje y del conocimiento. Anuario ThinkEPI, V: 45–47, 2011. Retrieved from https://recyt.fecyt.es/index.php/ ThinkEPI/article/
• viewFile/30465/16032.
• Pham L., Limbu Y.B., Bui T.K., Nguyen H.T. & Pham L., Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educactional Technology in Higher Education, XVI, 2020. doi: 10.1186/s41239-019-0136-3.
• Ramachandran R. & Rodríguez M.C., Student perspectives on remote learning in a large organiz chemistry, Journal of Chemical Education, XCVIII(IX): 2565–2572, 2020. doi: 10.1021/
• acs.jchemed.0c00572.
• Soler R., Lafarga P. & Ramos M. La Competencia Digital de docentes en formación en un contexto educativo de innovación tecnológica. In Hinojo F.J, Aznar I. & Cáceres Mª. P. (Eds),
• Avances en recursos TIC e innovación educativa, 152–161, Madrid, Dykinson, 2019.
• Wilkerson D.A., Wolfe S.N., Deck C.K., Wahler E.A. & Davis T.S., Telebehavioral practise basics for social workers educators and clinicians responding to Covid-19, Social Work Education,
• 2020. doi: 10.1080/02615479.2020.1807926.