RED-Revista de Educacion a Distancia最新文献

{"title":"Prácticas universitarias innovadoras sobre las ventajas educativas y desventajas de los entornos MOOC","authors":"Esteban Vázquez-Cano, E. López-Meneses, José Gómez-Galán, M. E. Parra-González","doi":"10.6018/red.422141","DOIUrl":"https://doi.org/10.6018/red.422141","url":null,"abstract":"Las tecnologías de la información y la comunicación han revolucionado el mundo tal como lo conocíamos antes de su uso y aplicabilidad a la vida diaria. Este uso también se ha trasladado al campo educativo y ha transformado la forma en que se aprende y se enseña hoy. En medio de este panorama, los cursos abiertos masivos en línea emergen como una oportunidad disponible para que todos puedan aprender, lo que ha causado muchos cambios en el campo educativo. Este estudio se presenta como una investigación sobre prácticas universitarias innovadoras para analizar las ventajas y desventajas de estos MOOC en el entorno de la educación superior. Entre las principales ventajas analizadas, destacamos su gratuidad, el establecimiento de redes de colaboración y la flexibilidad horaria, mientras que entre las desventajas podemos destacar el abandono, que algunos cursos no están adaptados o disponibles para dispositivos fáciles o falta de seguimiento. La idea principal es que una vez que se conocen las ventajas y desventajas de los MOOC, se debe alentar a los primeros, dados los grandes beneficios que conllevan para la educación; y, a su vez, tratar de resolver las desventajas que se han visto que conducen al uso de MOOC, a fin de promover la efectividad de su uso.\u0000 Information and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71332519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alfabetización digital en la educación. Revisión sistemática de la producción científica en Scopus","authors":"Carlos Enrique George Reyes, Raidell Avello-Martínez","doi":"10.6018/RED.444751","DOIUrl":"https://doi.org/10.6018/RED.444751","url":null,"abstract":"La incorporacion de las tecnologias en los escenarios de interaccion social ha propiciado cambios en la forma en la que las personas se comunican, aprenden y comparten informacion. En la educacion, el acceso y la masificacion de la infraestructura digital ha provocado la necesidad de conceptualizar y reconceptualizar desde diversas aristas el termino alfabetizacion digital como una forma de comprender cuales son las habilidades que se necesitan para poder participar en un mundo hiperconectado. En este trabajo se realizo una revision sistematica de la bibliografia relacionada con el tema utilizando la base de datos Scopus. Se elaboro un estudio diacronico que examino 138 articulos obtenidos a partir de los terminos digital literacy, education y school. Se identifico una conceptualizacion temprana basada en la necesidad de incorporar habilidades para usar instrumentalmente las tecnologias, y una reconceptualizacion contemporanea en la que se supera la idea que dominar el hardware y software es suficiente para considerar a una persona digitalmente alfabetizada. Se concluye que, para hacer conceptualizaciones de alfabetizacion digital, necesariamente se deben considerar terminos como alfabetizacion informacional, alfabetizacion computacional y alfabetizacion mediatica, ya que sobre estos parametros se articulan las nuevas alfabetizaciones basadas en la incorporacion de las tecnologias en la educacion.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"21 1","pages":"5"},"PeriodicalIF":2.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43448578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Realidad aumentada y estimulación de la competencia socio-comunicativa en sujetos con TEA","authors":"M. E. Del Moral Pérez, Nerea López-Bouzas","doi":"10.6018/RED.454751","DOIUrl":"https://doi.org/10.6018/RED.454751","url":null,"abstract":"espanolSe recogen estudios centrados en analizar el impacto de la realidad aumentada (RA) en intervenciones con sujetos con Trastorno del Espectro Autista (TEA), orientados a estimular sus competencias social y comunicativa, favoreciendo su interaccion social. Se adopta una metodologia cualitativa, concretada en la revision sistematica de investigaciones (N=26) -a traves de meta-analisis-, publicadas durante 2012-2020 en revistas de impacto, desarrolladas en tres contextos: educativo, experimental-psicologico y tecnologico. Los resultados reflejan que en su mayoria son estudios de caso. Destacan los estudios de indole tecnologico, ligados al diseno e implementacion de recursos con RA en ambito clinico. Asimismo, los asociados a intervenciones en contextos educativos incorporan la RA como recursos didacticos en ambitos escolares. Los desarrollados en contextos experimentales-psicologicos describen intervenciones con RA y analizan el comportamiento de los sujetos en diversos ambitos. Se observa unanimidad al subrayar el impacto positivo de las app o sistemas de RA para estimular la interaccion social. Sin embargo, no especifican las fases de intervencion ni utilizan app o recursos comerciales o accesibles, limitando su extrapolacion a otros contextos. Concluyendo, se precisan equipos interdisciplinares que compartan hallazgos que redunden en beneficio de los sujetos con TEA, suscitando intervenciones que favorezcan su plena inclusion socio-educativa. EnglishSome studies, focused on analysing the impact of augmented reality in interventions to people with Autism Spectrum Disorder (ASD), are gathered, directed to stimulate their social and communicative abilities in order to favour their social interaction. A qualitative methodology is adopted in this paper as specified in the systematic revision of investigations (N=26) -through meta-analysis- published during 2012-2020 in specialized academic journals and developed in three different contexts: educative, technological and psycho-experimental. The results show that most of them are case studies. Technological studies, bound to the design and establishment of augmented reality resources in the clinical setting, are the ones that stand out. Furthermore, those associated to interventions in the educational environment incorporate augmented reality as a teaching resource in the school setting. Finally, those developed in a psycho-experimental context describe interventions with augmented reality and analyse the people’s behaviour in different fields. Unanimity is observed when it comes to highlight the positive impact these apps or augmented reality systems have to stimulate social interaction. However, interventions phases are not specified nor are accessible or commercial resources used, what restricts its extrapolation to other contexts. In conclusion, an interdisciplinary equipment which shares the discoveries concerning the benefit of people with ASD is required, arousing interventions which favour","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":" ","pages":"3"},"PeriodicalIF":2.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48142016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modelos predictivos de riesgo académico en carreras de computación con minería de datos educativos","authors":"Enrique Ayala Franco, Rocío Edith López Martínez, V. H. Menéndez Domínguez","doi":"10.6018/RED.463561","DOIUrl":"https://doi.org/10.6018/RED.463561","url":null,"abstract":"The problems of poor academic performance and lag are recurrent in higher-level educational institutions, especially at the beginning of university studies. The early detection of academic risk conditions enables the implementation of educational intervention measures to address factors of poor school performance, associated with the particular contexts of the students. The purpose of this study was to generate predictive models of academic risk, using educational data mining methods, specifically classification or prediction techniques, for the analysis, obtaining and validation of the models. The data used correspond to admission exam results and sociodemographic data of 415 students of the computer science majors at the Autonomous University of Yucatan (Mexico), enrolled between 2016 and 2019. The results show that the best model corresponding to the algorithm of LMT classification, with a precision value of 75.42% and 0.805 for the area under the ROC curve. It was possible to identify the best predictive attributes, particularly the bachelor entrance exam tests were very significant. The development of computer tools for the early detection of academic risk and strategies for timely educational intervention is proposed.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"21 1","pages":"1"},"PeriodicalIF":2.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital literacies in higher education","authors":"A. Monteiro, Carlinda Leite","doi":"10.6018/RED.438721","DOIUrl":"https://doi.org/10.6018/RED.438721","url":null,"abstract":"espanolLa digitalizacion de las instituciones de educacion superior (IES), debido a la imposibilidad de clases presenciales y tutoria, causada por COVID-19, puso de manifiesto la necesidad de repensar las oportunidades y los obstaculos para el desarrollo de habilidades de los estudiantes. Basado en el marco de alfabetizacion digital de Martin y Grudziecki (2006), se desarrollo un estudio con el objetivo de identificar las percepciones de los estudiantes con respecto a las habilidades digitales que poseen, los usos y efectos de esto en el desarrollo personal y habilidades sociales. La recopilacion de datos, utilizando un cuestionario en linea, tuvo lugar al comienzo del cierre de IES en Portugal. Los resultados apuntan a un dominio de las habilidades de busqueda y edicion de datos y a una menor capacidad para crear y desarrollar nuevas soluciones digitales. La mayoria de los estudiantes informaron que las tecnologias digitales se usaron principalmente para la comunicacion institucional y entre pares, pero no para el desarrollo de redes y habilidades de aprendizaje permanente. La falta de participacion de muchos docentes en el apoyo pedagogico disponible es un obstaculo para una transformacion digital adecuada en la educacion superior, tanto en tiempos de crisis como en el futuro. EnglishThe digitalisation of higher education institutions (HEI), due to the impossibility of face-to-face classes and tutoring, caused by COVID-19, evidenced the need to rethink opportunities and obstacles for the development of digital skills among students. Based on the digital literacy framework by Martin and Grudziecki (2006), a study was developed with the aim of identifying the perceptions of university students regarding the digital skills they possess, as well as the uses and effects of digital literacy in the development of personal and social skills. Data collection, using an online questionnaire, took place during the initial closing period of HEI in Portugal. The results point to an almost widespread mastery of search and data editing skills and to a lesser ability to create and develop new digital solutions. Most students reported that digital technologies were used [before the crisis] mainly for institutional communication and between peers, but not for the development of networking and lifelong learning skills. The lack of involvement of many teachers in the available pedagogical support is an obstacle to an adequate digital transformation in higher education, both in times of crisis and in the future.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":" ","pages":"8"},"PeriodicalIF":2.0,"publicationDate":"2021-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47114377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Análisis de las políticas de enseñanza universitaria en España en tiempos de Covid-19. La presencialidad adaptada","authors":"Manuel Area-Moreira, Anabel Bethencourt-Aguilar, Sebastián Martín-Gómez, Mª Belén San Nicolás-Santos","doi":"10.6018/RED.450461","DOIUrl":"https://doi.org/10.6018/RED.450461","url":null,"abstract":"espanolEn este articulo se analizan las propuestas de politica educativa que las universidades publicas espanolas han preparado para el nuevo curso escolar 2020-21 condicionado por la pandemia de la pandemia Covid-19. El estudio se basa en las recomendaciones ofrecidas por el Ministerio de Universidades del Gobierno de Espana, asi como las distintas resoluciones o indicaciones que han realizado los equipos de gobierno de distintas universidades espanolas. El estudio pretende dar respuesta a tres cuestiones basicas: ?En que consisten las politicas destinadas a la implementacion de la presencialidad adaptada? ?Existe consenso o disonancia en la interpretacion de este concepto? ?Que visiones pedagogicas y estrategicas subyacen a las politicas de las universidades espanolas sobre la “presencialidad adaptada”? El articulo concluye senalando que existe una politica similar para el sistema universitario espanol derivado de las recomendaciones del Ministerio de Universidades sobre la presencialidad adaptada. Asimismo, se indica que dicho concepto no existe en la bibliografia academica, pero que responde a la modalidad de la ensenanza semipresencial, hibrida o de blended learning. Se finaliza senalando que estas politicas son de corto plazo y que responden a la emergencia sanitaria careciendo de una vision estrategica sobre la transformacion digital de la educacion superior para los tiempos posCovid-19. EnglishThis article analyzes the educational policy proposals that the Spanish public universities have prepared for the new 2020-21 school year conditioned by the Covid-19 pandemic. The study is based on the recommendations offered by the Ministry of Universities of the Government of Spain, as well as the different resolutions or indications that the government teams of different Spanish universities have made. The study tries to answer three basic questions: What are the policies for the implementation of adapted presence? Is there consensus or dissonance in the interpretation of this concept? What strategic visions underlie the policies of Spanish universities on \"adapted presence\"? The article concludes by noting that there is a similar policy for the Spanish public university system derived from the recommendations of the Ministry of Universities on adapted face-to-face attendance. It is also indicated that this concept does not exist in the academic bibliography, but that it responds to the modality of blended, hybrid or blended learning teaching. It ends by noting that these policies are short-term and that they respond to the health emergency, lacking a strategic vision on the digital transformation of higher education for the post-Covid-19 times.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":" ","pages":"5"},"PeriodicalIF":2.0,"publicationDate":"2021-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidance for wiki-supported collaborative learning and community knowledge building for an entire class: Enhancing learning environments during the COVID19 pandemic","authors":"Chun-Yi Lin, C. Reigeluth","doi":"10.6018/RED.447401","DOIUrl":"https://doi.org/10.6018/RED.447401","url":null,"abstract":"espanolEl proposito de este estudio es desarrollar una teoria instruccional para el aprendizaje colaborativo apoyado por wiki en el contexto de proyectos de pequenos grupos para el desarrollo del conocimiento colaborativo en cursos de pregrado. El documento presenta la teoria instruccional desarrollada a traves de dos implementaciones y analiza como esta teoria puede enriquecer el aprendizaje independientemente de las limitaciones durante la pandemia del COVID19, en la que las reuniones de grupos pequenos son posibles pero las reuniones de clases grandes se trasladan a educacion en linea. Aunque, en teoria, los wikis deberian ser una tecnologia poderosa para apoyar el aprendizaje colaborativo, la investigacion empirica revela desafios con respecto a la motivacion del estudiante, la dinamica de grupo y la evaluacion. Para cerrar las brechas entre la teoria y la practica, utilizamos el enfoque de investigacion basado en el diseno (DBR) y colaboramos con dos profesionales expertos para desarrollar la teoria de la instruccion. El proceso de investigacion incluye una teoria inicial, implementaciones en dos casos y refinamiento de la teoria. La recopilacion y el analisis de datos incluyen la revision de la literatura, multiples entrevistas individuales con expertos antes y durante las implementaciones, observaciones semanales de la clase, entrevistas de grupos focales con los estudiantes durante la implementacion, analisis de contenido de los wikis de la clase y entrevistas de grupos focales con expertos para perfeccionar la teoria. Los resultados del estudio presentado en este documento se centran en la construccion de una teoria instruccional refinada, que a su vez se basa en el trabajo teorico, el conocimiento heuristico de los instructores expertos y la eficacia local. Ademas, este documento incluye principios de diseno con algunas consideraciones para apoyar el aprendizaje en entornos COVID19. En otras palabras, el exito de usar wikis para fomentar una cultura de compartir y para aumentar la motivacion y participacion de los estudiantes en el trabajo de proyectos individuales o grupales, asi como en la construccion de conocimiento comunitario para toda una clase, puede enriquecer el aprendizaje durante la pandemia al crear entornos de aprendizaje centrados en el alumno, en el conocimiento, en la evaluacion y en la comunidad. EnglishThe purpose of this stu­­­dy is to develop an instructional theory for scaffolding wiki-supported collaborative learning in small group projects and in collaborative knowledge development for undergraduate courses. The paper presents the instructional theory developed through two implementations and discusses how this instructional theory may enrich learning regardless of the constraints during the COVID19 pandemic, in which small-group meetings are possible but large-class meetings are moved online. Although, in theory, wikis should be a powerful technology to support collaborative learning, empirical research reveals ","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"21 1","pages":"3"},"PeriodicalIF":2.0,"publicationDate":"2021-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44018196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La transformación hacia experiencias expandidas en educación superior: curso #UAMskills de identidad digital","authors":"Javier González-Patiño, Moisés Esteban-Guitart","doi":"10.6018/RED.433881","DOIUrl":"https://doi.org/10.6018/RED.433881","url":null,"abstract":"espanolEn este articulo se analiza la transformacion de un curso de educacion superior de la UAM, que durante anos se desarrollo de manera presencial, en experiencia de aprendizaje remoto expandido, es decir, mediado por el espacio y cultura digital. La aproximacion pedagogica de la personalizacion educativa—diversificacion de recursos, estrategias y actuaciones para facilitar que los aprendices otorguen sentido y valor personal a los aprendizajes—ha sido fundamental para orientar el proyecto de investigacion accion que aqui se presenta. Se han incorporado actividades de caracter abierto, usando herramientas y plataformas de la web social, que han habilitado a los participantes, constituidos como comunidad de practica, a crear conocimiento antes, durante y despues de las sesiones sincronas, asi como, difundirlo en redes, conversar con otros interesados externos y recuperarlo con posterioridad. En las conclusiones se pone de manifiesto como articular la diversidad cultural y de trayectorias de participacion en el actual escenario social de complejidad e incertidumbre, legitima la relevancia de la personalizacion educativa para facilitar aprendizajes situados y con sentido, desarrollando experiencias expandidas, flexibles y distribuidas en torno a una narrativa transmedia que naturalice la cultura digital en lo que a oportunidades y procesos de aprendizaje se refiere. EnglishThe purpose of this paper is to analyze the transformation of a higher education course at the Autonomous University of Madrid from physical teaching to an expanded remote learning experience, mediated by digital culture and space. The pedagogical approach of personalized education—based on providing resources, strategies and actions to facilitate learners to make sense and personal value to learning—has been central in orienting the action research project presented here. Open and connected activities have been incorporated, promoting the use of tools and platforms of the social web which have enabled participants, constituted as a community of practice, to create knowledge before, during and after synchronous sessions, as well as spread it in networks, converse with other external stakeholders and recover it later. The conclusions display how articulating cultural diversity and participatory pathways in the current social scene of complexity and uncertainty, legitimizes the relevance of personalized education to facilitate situated and meaningful learning, developing expanded, flexible and distributed experiences around a transmedia narrative that naturalizes digital culture in terms of learning opportunities and processes.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":" ","pages":"10"},"PeriodicalIF":2.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46321625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contraste de experiencias de estudiantes universitarios en dos escenarios educativos: enseñanza en línea vs. enseñanza remota de emergencia","authors":"Shamaly Alhelí Niño Carrasco, Juan Carlos Castellanos-Ramírez, Felipe de Jesús Patrón Espinosa","doi":"10.6018/RED.440731","DOIUrl":"https://doi.org/10.6018/RED.440731","url":null,"abstract":"espanolEl objetivo del trabajo fue explorar las experiencias de estudiantes universitarios entorno a la accion instruccional recibida en un escenario de ensenanza en linea, antes de la Covid-19, y en un escenario de ensenanza remota de emergencia, durante la pandemia. Para ello, se opto por realizar un estudio transversal-correlacional con muestreo no probabilistico de participantes voluntarios; la muestra estuvo conformada por 301 estudiantes matriculados en una universidad mexicana. Para contrastar las experiencias de un mismo grupo de estudiantes en los dos escenarios, se diseno un cuestionario autoaplicado de escala tipo Likert compuesto de 24 items; el analisis de los datos se realizo mediante el calculo de frecuencias porcentuales y, ademas, se aplico la prueba t de Student para muestras relacionadas. Se constato que las medias fueron mayores para el escenario de ensenanza en linea en comparacion con el escenario de ensenanza remota de emergencia, aunque solo se encontraron diferencias estadisticamente significativas entorno al diseno instruccional, la evaluacion de los aprendizajes y la participacion de los estudiantes en las asignaturas. Los resultados tambien ponen de manifiesto un par de limitaciones metodologicas y, a la vez, un conjunto de preguntas que abren lineas futuras de trabajo. EnglishThe objective of these work was to explore the experiences of university students about the instructional action in an online teaching setting, before Covid-19, and in emergency remote teaching setting, during the pandemic. For this, a cross sectional-correlational study with non-probabilistic sampling of voluntary participants was carried out; the sample consisted of 301 students enrolled in a Mexican university. To contrast the experiences of the same group of students in the two scenarios, a self-applied Likert-type questionnaire was designed, composed of 24 items; the data analysis was performed calculating percentage frequencies, and in addition Student's t test was applied for related samples. It was found that the means were higher for the online teaching scenario compared to the emergency remote teaching scenario, although statistically significant differences were only found regarding the instructional design, the evaluation of learning and the participation of students in the subjects. The results also reveal a couple of methodological limitations and, at the same time, a set of questions that open future lines of work.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":" ","pages":"9"},"PeriodicalIF":2.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48434227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disminución de la ansiedad en las víctimas del bullying durante el confinamiento por el COVID-19","authors":"María Isabel Gómez León","doi":"10.6018/RED.439601","DOIUrl":"https://doi.org/10.6018/RED.439601","url":null,"abstract":"espanolLos factores estresantes asociados a la pandemia por el COVID 19 han tenido importantes consecuencias en la salud mental de muchos adolescentes, sin embargo, es posible que este confinamiento junto con los medios digitales disponibles para el aprendizaje y la interaccion social hayan supuesto un alivio para aquellos que eran victimas de bullying. En esta investigacion se comparan las puntuaciones que han obtenido 276 adolescentes (94 victimas de bullying y 182 no victimas) de entre 12 y 14 anos, en ansiedad, depresion, rendimiento academico y ciberbullying antes y despues del confinamiento. Antes del confinamiento las victimas obtuvieron puntuaciones significativamente mayores en ansiedad, depresion y ciberbullying y menores en rendimiento academico. Durante el confinamiento las diferencias en ansiedad se invirtieron, siendo significativamente menores en el caso de las victimas de bullying, quienes, ademas, obtuvieron puntuaciones significativamente menores en depresion y en ciberbullying que antes de la pandemia. Sin embargo, el rendimiento academico descendio significativamente en el grupo no-victimas mientras que no se apreciaron cambios significativos en las puntuaciones de ciberbullying. EnglishThe stressors associated with the pandemic by COVID 19 have had important consequences on the mental health of many adolescents, however, it is possible that this confinement along with the digital media available for learning and social interaction have provided relief for those who were victims of bullying.. This research compares the scores obtained by 76 adolescents (94 victims of bullying and 182 not victims) between 12 and 14 years old, in anxiety, depression, academic performance and cyberbullying before and after confinement. Before confinement, the victims obtained significantly higher scores in anxiety, depression and cyberbullying and lower scores in academic performance. During confinement, the differences in anxiety were reversed, being significantly lower in the case of victims of bullying, who also obtained significantly lower scores in depression and cyberbullying than before confinement. However, academic performance decreased significantly in the non-victim group, while no significant changes in cyberbullying scores were observed.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"21 1","pages":"12"},"PeriodicalIF":2.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41825468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}