Covid-19: desafíos y oportunidades para el aprendizaje en línea
Covid-19: Challenges and Opportunities for Online Learning
Palabras clave:
Covid-19; enseñanza remota de emergencia; métodos de migración digital; desafíos; oportunidades.
Resumen
La Organización Mundial de la Salud ha declarado al Covid-19 como una pandemia que ha representado una amenaza contemporánea para la humanidad. Esta pandemia ha forzado con éxito el cierre global de varias actividades, incluidas las educativas, y esto ha resultado en una tremenda migración de universidades en respuesta a crisis con el aprendizaje en línea como plataforma educativa. Se discutieron los métodos de migración de respuesta a crisis de universidades, profesores y estudiantes, desafíos y oportunidades y es evidente que el aprendizaje en línea es diferente de la enseñanza remota de emergencia, el aprendizaje en línea será más sostenible mientras que las actividades de instrucción se volverán más híbridas siempre que los desafíos experimentados durante esta pandemia se exploran bien y se transforma en oportunidades.
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Abad-Segura, E., González-Zamar, M. D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable management of digital transformation in higher education: Global research trends. Sustainability, 12(5), 2107.
Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282.
AlkaPwnige. (2020). Zoom Funny Moments and Fails – Online School Trolling – Funny Clips Compilation. Obtenido de https://www.youtube.com/watch?v=Wt1ER8Q7YaQ
Amer, T. (2007). E-learning and Education. Cairo: Dar Alshehab publication.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
Beech, P. (2020). World Economic Forum: These new gadgets were designed to fight COVID-19. Obtenido de https://www.weforum.org/agenda/2020/04/coronavirus-covid19-pandemic-gadgets-innovation-technology/
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 1-20.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Branch, R. M., & Dousay, T. A. (2015). Survey of instructional development models. Association for Educational Communications and Technology (AECT).
Cameron, E., & Green, M. (2019). Making sense of change management: A complete guide to the models, tools and techniques of organizational change.Kogan Page Publishers.
Cruz Roja. (2020). Obtenido de https://www.redcross.org/about-us/news-and-events/news/2020/coronavirus-what-social-distancing-means.html
Demirbilek, M. (2014). The ‘digital natives’ debate: An investigation of the digital propensities of university students. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 115-123.
Feldman, J. (n.d.). ¿To Grade or Not to Grade? Obtenido de http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/To-Grade-or-Not-to-Grade%C2%A2.aspx
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks.
Fishbane, L., & Tomer, A. (2020). As classes move online during COVID-19, what are disconnected students to do? Obtenido de https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-are-disconnected-students-to-do/
Flaherty, C. (2020). Grading for a Pandemic. Inside Higher Ed. Obtenido de https://www.insidehighered.com/news/2020/04/23/how-lenient-or-not-should-professors-be-students-right-now
Fry, K. (2001). E‐learning markets and providers: some issues and prospects. Education+ Training.
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12-19.
Hiltz, S. R., & Turoff, M. (2005). Education goes digital: The evolution of online learning and the revolution in higher education. Communications of the ACM, 48(10), 59-64.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12.
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 51(55), 51-55.
Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., & Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The lancet, 395(10223), 497-506.
Joosub, S. (2020). Vodacom helps to flatten the COVID-19 curve through technological innovation. Obtenido de https://www.vodafone.com/news/digital-society/vodacom-helps-to-flatten-covid-19-curve-through-technological-innovation
Joshi, O., Chapagain, B., Kharel, G., Poudyal, N. C., Murray, B. D., & Mehmood, S. R. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 1-12.
Kopp, M., Gröblinger, O., & Adams, S. (2019). Five common assumptions that prevent digital transformation at Higher Education Institutions. INTED2019 Proceedings, 1448-1457.
Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018). Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial. Interactive Learning Environments, 26(2), 151-162.
Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., Tong, Y., & Feng, Z. (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. New England journal of medicine.
Manfuso, L. G. (2020). How the remote learning pivot could shape Higher Ed IT. EdTech Magazine.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Merriam-Webster Online Dictionary. (2020). Obtenido de https://www.merriam-webster.com/dictionary/pandemic
Murphy, B. (2020). Medical school assessment during COVID-19: shelf exams go remote. American Medical Association.
Ogunmokun, O. A., Eluwole, K. K., Avci, T., Lasisi, T. T., & Ikhide, J. E. (2020). Propensity to trust and knowledge sharing behavior: An evaluation of importance-performance analysis among Nigerian restaurant employees. Tourism Management Perspectives, 33, 100590.
Ogunmokun, O. A., Unverdi‐Creig, G. I., Said, H., Avci, T., & Eluwole, K. K. (2021). Consumer well‐being through engagement and innovation in higher education: A conceptual model and research propositions. Journal of Public Affairs, 21(1), e2100.
Omotayo, F. O., & Haliru, A. (2020). Perception of task-technology fit of digital library among undergraduates in selected universities in Nigeria. The Journal of Academic Librarianship, 46(1), 102097.
Osterlind, S. (1998). Constructing Test Items: Multiple-Choice. Constructed-response, Performance, and Other Formats.
Paules, C. I., Marston, H. D., & Fauci, A. S. (2020). Coronavirus infections—more than just the common cold. Jama, 323(8), 707-708.
Poon, L. L., & Peiris, M. (2020). Emergence of a novel human coronavirus threatening human health. Nature medicine, 26(3), 317-319.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(5).
Ribeiro, R. (2020). How university faculty embraced the remote learning shift. EdTech Magazine. Obtenido de https://edtechmagazine.com/higher/article/2020/04/how-university-faculty-embraced-remote-learning-shift
Sandkuhl, K., & Lehmann, H. (2017). Digital transformation in higher education–The role of enterprise architectures and portals.
Shariman, T. N., Razak, N. A., & Noor, N. M. (2012). Digital literacy competence for academic needs: An analysis of Malaysian students in three universities. Procedia-Social and Behavioral Sciences, 69, 1489-1496.
Smedley, J. (2010). Modelling the impact of knowledge management using technology. OR insight, 23(4), 233-250.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of educational research, 76(1), 93-135.
Vlachopoulos, D. (2020). COVID-19: threat or opportunity for online education? Higher Learning Research Communications, 10(1), 2.
Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for e-learning success in higher education? A stakeholders' analysis. Journal of Educational Technology & Society, 11(3), 26-36.
Wang, C., & Zha, Q. (2018). Measuring systemic diversity of Chinese universities: a clustering-method approach. Quality & Quantity, 52(3), 1331-1347.
Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36.
Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282.
AlkaPwnige. (2020). Zoom Funny Moments and Fails – Online School Trolling – Funny Clips Compilation. Obtenido de https://www.youtube.com/watch?v=Wt1ER8Q7YaQ
Amer, T. (2007). E-learning and Education. Cairo: Dar Alshehab publication.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
Beech, P. (2020). World Economic Forum: These new gadgets were designed to fight COVID-19. Obtenido de https://www.weforum.org/agenda/2020/04/coronavirus-covid19-pandemic-gadgets-innovation-technology/
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 1-20.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Branch, R. M., & Dousay, T. A. (2015). Survey of instructional development models. Association for Educational Communications and Technology (AECT).
Cameron, E., & Green, M. (2019). Making sense of change management: A complete guide to the models, tools and techniques of organizational change.Kogan Page Publishers.
Cruz Roja. (2020). Obtenido de https://www.redcross.org/about-us/news-and-events/news/2020/coronavirus-what-social-distancing-means.html
Demirbilek, M. (2014). The ‘digital natives’ debate: An investigation of the digital propensities of university students. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 115-123.
Feldman, J. (n.d.). ¿To Grade or Not to Grade? Obtenido de http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/To-Grade-or-Not-to-Grade%C2%A2.aspx
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks.
Fishbane, L., & Tomer, A. (2020). As classes move online during COVID-19, what are disconnected students to do? Obtenido de https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-are-disconnected-students-to-do/
Flaherty, C. (2020). Grading for a Pandemic. Inside Higher Ed. Obtenido de https://www.insidehighered.com/news/2020/04/23/how-lenient-or-not-should-professors-be-students-right-now
Fry, K. (2001). E‐learning markets and providers: some issues and prospects. Education+ Training.
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12-19.
Hiltz, S. R., & Turoff, M. (2005). Education goes digital: The evolution of online learning and the revolution in higher education. Communications of the ACM, 48(10), 59-64.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12.
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 51(55), 51-55.
Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., & Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The lancet, 395(10223), 497-506.
Joosub, S. (2020). Vodacom helps to flatten the COVID-19 curve through technological innovation. Obtenido de https://www.vodafone.com/news/digital-society/vodacom-helps-to-flatten-covid-19-curve-through-technological-innovation
Joshi, O., Chapagain, B., Kharel, G., Poudyal, N. C., Murray, B. D., & Mehmood, S. R. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 1-12.
Kopp, M., Gröblinger, O., & Adams, S. (2019). Five common assumptions that prevent digital transformation at Higher Education Institutions. INTED2019 Proceedings, 1448-1457.
Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018). Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial. Interactive Learning Environments, 26(2), 151-162.
Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., Tong, Y., & Feng, Z. (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. New England journal of medicine.
Manfuso, L. G. (2020). How the remote learning pivot could shape Higher Ed IT. EdTech Magazine.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Merriam-Webster Online Dictionary. (2020). Obtenido de https://www.merriam-webster.com/dictionary/pandemic
Murphy, B. (2020). Medical school assessment during COVID-19: shelf exams go remote. American Medical Association.
Ogunmokun, O. A., Eluwole, K. K., Avci, T., Lasisi, T. T., & Ikhide, J. E. (2020). Propensity to trust and knowledge sharing behavior: An evaluation of importance-performance analysis among Nigerian restaurant employees. Tourism Management Perspectives, 33, 100590.
Ogunmokun, O. A., Unverdi‐Creig, G. I., Said, H., Avci, T., & Eluwole, K. K. (2021). Consumer well‐being through engagement and innovation in higher education: A conceptual model and research propositions. Journal of Public Affairs, 21(1), e2100.
Omotayo, F. O., & Haliru, A. (2020). Perception of task-technology fit of digital library among undergraduates in selected universities in Nigeria. The Journal of Academic Librarianship, 46(1), 102097.
Osterlind, S. (1998). Constructing Test Items: Multiple-Choice. Constructed-response, Performance, and Other Formats.
Paules, C. I., Marston, H. D., & Fauci, A. S. (2020). Coronavirus infections—more than just the common cold. Jama, 323(8), 707-708.
Poon, L. L., & Peiris, M. (2020). Emergence of a novel human coronavirus threatening human health. Nature medicine, 26(3), 317-319.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(5).
Ribeiro, R. (2020). How university faculty embraced the remote learning shift. EdTech Magazine. Obtenido de https://edtechmagazine.com/higher/article/2020/04/how-university-faculty-embraced-remote-learning-shift
Sandkuhl, K., & Lehmann, H. (2017). Digital transformation in higher education–The role of enterprise architectures and portals.
Shariman, T. N., Razak, N. A., & Noor, N. M. (2012). Digital literacy competence for academic needs: An analysis of Malaysian students in three universities. Procedia-Social and Behavioral Sciences, 69, 1489-1496.
Smedley, J. (2010). Modelling the impact of knowledge management using technology. OR insight, 23(4), 233-250.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of educational research, 76(1), 93-135.
Vlachopoulos, D. (2020). COVID-19: threat or opportunity for online education? Higher Learning Research Communications, 10(1), 2.
Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for e-learning success in higher education? A stakeholders' analysis. Journal of Educational Technology & Society, 11(3), 26-36.
Wang, C., & Zha, Q. (2018). Measuring systemic diversity of Chinese universities: a clustering-method approach. Quality & Quantity, 52(3), 1331-1347.
Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36.
Publicado
2021-04-23
Cómo citar
Dávila Morán, R. C., Ruiz Nizama, J. L., & González González, J. I. (2021). Covid-19: desafíos y oportunidades para el aprendizaje en línea: Covid-19: Challenges and Opportunities for Online Learning. Revista De Filosofía, 38(97), 354-370. https://doi.org/10.5281/zenodo.4884980
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