Hacia la enseñanza en línea. Estudio mixto de una reestructuración metodológica en pandemia

  1. Ángela González Villa
  2. Uxía Regueira
  3. Adriana Gewerc Barujel
Campus Virtuales

ISSN: 2255-1514

Year of publication: 2022

Volume: 11

Issue: 2

Pages: 21-37

Type: Article

DOI: 10.54988/CV.2022.2.973 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Campus Virtuales


Cited by

  • Web of Science Cited by: 0 (26-05-2023)
  • Dimensions Cited by: 2 (25-03-2023)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • SJR Journal Impact: 0.736
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 311/1381
  • Area: Computer Science Applications Quartile: Q2 Rank in area: 243/729

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Impact: 1.790
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 11/228


  • Social Sciences: A

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • CiteScore of the Journal : 6.6
  • Area: Education Percentile: 95
  • Area: Computer Science Applications Percentile: 80

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Citation Indicator (JCI): 1.85
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 68/743


(Data updated as of 25-03-2023)
  • Total citations: 2
  • Recent citations: 2


This study analyses potentials and limitations of a teaching proposal that materialises the transition from Blended Learning towards fully online teaching. A design marked by the COVID-19, but transcends this period to focus on the need to transform university teaching. It is spurred on by authentic, positioned and self/regulated learning. It adopts a WebQuest; a Social Network; and various materials that integrate elements of gamification and multimodal content. The study carries out a mixed design with an ad hoc questionnaire and the documentary analysis of students’ productions. The results show high motivation and involvement; significant conceptual development; difficulties related to timing, resistance to change in the usual methodology, low self-regulation and problems to manage uncertainty; and it points ways of developing online teaching that is contemporary to the needs of a hybrid society.

Bibliographic References

  • Adedoyin, o. b.; Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. doi:10.1080/10494820.2020.1813180.
  • Adell, J. (2006). Internet en el aula: las WebQuest. Edutec. Revista electrónica de tecnología educativa, 4(17). doi:10.21556/edutec.2004.17.530.
  • Affouneh, S.; Khlaif, Z. n.; burgos, d.; Salha, S. (2021). Virtualization of higher Education during CoVId-19: A Successful Case Study in Palestine. Sustainability, 13(12), 1-18. doi:10.3390/su13126583.
  • Akcil, U.; bastas, M. (2021). Examination of University Students' Attitudes towards E-learning during the CoVId-19 Pandemic Process and the Relationship of digital Citizenship. Contemporary Educational Technology, 13(1). doi:10.30935/cedtech/9341.
  • Ali, W. (2021). online and remote learning in higher education institutes: A necessity in light of CoVId19 pandemic. higher Education Studies, 10(3), 16-25. doi:10.5539/hes.v10n3p16.
  • Aristovnik, A.; Keržič, d.; Ravšelj, d.; Tomaževič, n.; Umek, L. (2020). Impacts of the CoVId-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 1- 34. doi:10.3390/su12208438.
  • Ashour, S.; El-Refae, g. A.; Zaitoun, E. A. (2021). Post-pandemic higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates. higher Education for the future, 8(2), 219-238. doi:10.1177/23476311211007261.
  • Atilgan, b.; Tari, o. E.; ozdemir, b. n.; Aktar, I.; gunes, M.; baran, E. b.; genc, b.; Koksal, M. K.; Sayek, I. (2021). Evaluation of the emergency distance teaching from the perspective of medical students. Journal of Continuing Medical Education, 29(6), 396-406. doi:10.17942/sted.837551.
  • Awada, g.; burston, J.; ghannage, R. (2020). Effect of student team achievement division through WebQuest on EfL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275-300. doi:10.1080/09588221.2018.1558254.
  • barberá, E.; gewerc, b.; Rodríguez-Illera, J. L. (2009). Portafolios electrónicos y educación superior en España: Situación y tendencias. Revista de docencia Universitaria, 3, 2-13.
  • Bayne, S. (2015). Teacherbot: Interventions in Automated Teaching. Teaching in higher Education, 20(4), 455-467. doi:10.1080/13562517.2015.1020783.
  • Bayne, S.; Evans, P.; Ewins, R.; Knox, J.; Lamb, J.; Macleod, h.; o’Shea, C.; Ross, J.; Sheail, P.; Sinclair, C. (2020) The Manifesto for Teaching online. MIT Press.
  • Benito, Á.; Dogan yenisey, K.; Khanna, K.; Masis, M. F.; Monge, R. M.; Tugtan, M. A.; ...; Vig, R. (2021). Changes That Should Remain in higher Education Post CoVId-19: A Mixed-Methods Analysis of the Experiences at Three Universities. higher Learning Research Communications, 11(4), 51-75. doi:10.18870/hlrc.v11i0.1195.
  • Bond, M.; Bedenlier, S.; Marín, V. I.; Händel, M. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in higher Education, 18(50), 1-24. doi:10.1186/s41239-021-00282-x.
  • Bozkurt, A.; Jung, I.; Xiao, J.; Vladimirschi, V.; Schuwer, R.; Egorov, G.; Lambert, S. R.; Al-Freih, M.; Pete, J.; Olcott, d.; Rodes, V.; Aranciaga, I.; Bali, M.; Alvarez, A. V.; Roberts, J.; Pazurek, A.; Raffaghelli, J. E.; Panagiotou, N.; Coëtlogon, P.; Shahadu, S; Paskevicius, M. (2020). A global outlook to the interruption of education due to CoVId-19 Pandemic: navigating in a time of uncertainty and crisis. Asian Journal of distance Education, 1(15), 1-126. doi:10.5281/zenodo.3878572.
  • Castañeda, L.; Selwyn, n. (Eds.) (2020). Reiniciando la universidad. buscando un modelo de universidad en tiempos digitales. Editorial UOC.
  • Castaño‐Muñoz, J.; Duart, J. M.; Sancho‐Vinuesa, T. (2014). The Internet in face‐to‐face higher education: Can interactive learning improve academic achievement?. british Journal of Educational Technology, 45(1), 149-159. doi:10.1111/bjet.12007.
  • Coeckelberg, M. (2020). The Postdigital in Pandemic Times: a Comment on the Covid-19 Crisis and its Political Epistemologies. Postdigital Science and Education, 2, 547-550. doi:10.1007/s42438-020-00119-2.
  • Corujo Vélez, C.; Gómez del Castillo Segurado, M. T.; Merla González, A. E. (2020). Construtivist and collaborative methodology mediated by ICT in higher education using webquest. Pixel-bit: Revista de Medios y Educación, 57, 7-57. doi:10.12795/pixelbit.2020.i57.01.
  • Daza, M. C. S.; Fernández, M. R. (2019). Gamificando el aula universitaria. Análisis de axis in higher una experiencia de Escape Room en educación superior. REXE-Revista de Estudios y Experiencias en Educación, 18(36), 105-115. doi:10.21703/rexe.20191836sierra15.
  • de Sousa, B. (2007). La universidad en el siglo XXI: para una reforma democrática y emancipadora de la universidad. Casa de las Américas.
  • de Vicenzi, A. (2020). del aula presencial al aula virtual universitaria en contexto de pandemia de CoVId-19. debate Universitario, 8(16), 67-71.
  • González-Villa, A.; Regueira, U.; gewerc, A. (2022). hacia la enseñanza en línea. Estudio mixto de una reestructuración metodológica en pandemia. Campus Virtuales, 11(2), 21-37. https://doi.org/10.54988/cv.2022.2.973
  • González-Villa, A.; Regueira, U.; Gewerc, A. (2022). hacia la enseñanza en línea. Estudio mixto de una reestructuración metodológica en pandemia. Campus Virtuales, 11(2), 21-37. https://doi.org/10.54988/cv.2022.2.973
  • Didenko, I.; Filatova, O.; Anisimova, L. (2021). Covid-19 Lockdown Challenges or new Era for higher Education. Propósitos y Representaciones, 9(1). doi:10.20511/pyr2021.v9nSPE1.914.
  • Dodge, B. (1995). WebQuests. (https://tinyurl.com/ygvgsurx).
  • Facer, K.; Selwyn, N. (2021) digital technology and the futures of education – towards ‘non-stupid’ optimism. futures of Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377071).
  • Feldman, P. (2021). 3 from vision to practice during the pandemic. Languages at work, competent multilinguals and the pedagogical challenges of CoVId-19, 39, 33-45. doi:10.14705/rpnet.2021.49.1216.
  • Fernández Poncela, A. M. (2021). 2020: Estudiantes, emociones, salud mental y pandemia. Revista Andina de Educación, 4(1), 23-29. doi:10.32719/26312816.2021.4.1.3.
  • Ferreira Szpiniak, A. (2020). orientaciones pedagógicas para diseñar propuestas educativas con aulas virtuales. Reflexiones y aportes para el contexto actual. Universidad nacional de Río Cuarto. (https://tinyurl.com/yjeuyhgh).
  • Fraga-Varela, F.; Rodríguez-Groba, A.; Alonso-Ferreiro, A. (2019). Redes Sociales Académicas y E-Portfolio en el grado de Pedagogía: oportunidades y resistencias en el proceso de innovación educativa. En R. Roig-Vila (Ed.), Investigación e innovación en la Enseñanza Superior: nuevos contextos, nuevas ideas (pp. 150-159). octaedro. http://rua.ua.es/dspace/handle/10045/98877).
  • Freire, M.; Urbanetz, S.T. (2020). Contributions of the digital portfolio for the evaluative pr education. Revista Complutense de Educación, 31(3), 285-293. doi:10.5209/rced.63169.
  • García-Peñalvo, F. J.; Corell, A.; Abella-García, V.; Grande, M. (2020). Online assessment in higher education in the time of CoVId-19. Education in the Knowledge Society, 21(12), 1-12. doi:10.14201/eks.23013.
  • Garrison, D. R.; Anderson, T. (2005). El E-learning en el siglo XXI. Investigación y práctica. octaedro.
  • Gewerc, A.; Montero, L.; Lama, M. (2014). Collaboration and Social networking in higher Education. Comunicar, 42, 55-63. doi:10.3916/C42-2014-05.
  • Gewerc, A.; Persico, d.; Rodés-Paragarino, V. (2020). guest Editorial: Challenges to the Educational field: digital Competence the Emperor has no Clothes: The CoVId-19 Emergency and the need for digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 15(4), 372-380. doi:10.1109 / RITA.2020.3033208.
  • Gómez-Hurtado, I.; García-Rodríguez, M. P.; Falcón, I. G.; Llamas, J. M. C. (2020). Adaptación de las Metodologías Activas en la Educación Universitaria en Tiempos de Pandemia. Revista Internacional de Educación para la Justicia Social, 9(3), 415-433. doi:10.15366/riejs2020.9.3.022.
  • Grajek, S.; Reinitz, B. (2019). Getting ready for digital Transformation: Change your Culture, Workforce, and Technology. Educase Review. (https://is.gd/ZjvjAf).
  • Hayashi, A.; Chen, C.; Ryan, T.; Wu, J. (2020). The role of social presence and moderating role of computer self-efficacy in predicting the continuance usage of e-learning systems. Journal of Information Systems Education, 15(2), 139-154.
  • Herrington, J.; Oliver, R.; Reeves, T. (2003). Patterns of engagement in authentic online learning environments. Australasian Journal of Educational Technology, 19(1), 59-71. doi:10.14742/ajet.1701.
  • Hodges, C.; Moore, S.; Lockee, B.; Trust, T.; Bond, A. (2020). The difference between Emergency Remote Teaching and online Learning. EdUCAUSE. (http://tiny.cc/sv9kuz).
  • Infante-Moro, A.; Infante-Moro, J. C.; Gallardo-Pérez, J.; Martínez-López, F. J. (2022). Key factors in the Implementation of EProctoring in the Spanish University System. Sustainability, 14(13), 8112. doi:10.3390/su14138112.
  • Infante-Moro, A.; Infante-Moro, J. C.; Gallardo-Pérez, J.; Luque-de la Rosa, A. (2021). Motivational factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period. International Journal of Environmental Research and Public health, 18(19), 10474. doi:10.3390/ijerph181910474.
  • Järvelä, S.; Järvenoja, H. (2011). Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning groups. Teachers College Record, 113(2), 350-372.
  • Knox, J.; Williamson, B.; Bayne, S. (2019). Machine behaviourism: future Visions of ‘Learnification’ and ‘datafication’ across humans and digital Technologies. Learning, Media and Technology, 45(1), 31-45. doi:10.1080/17439884.2019.1623251.
  • Kopp, M.; Gröblinger, O.; Adams, S. (2019). five common assumptions that prevent digital transformation at higher education institutions. INTED 2019 Proceedings, 1448-1457. doi:10.21125/inted.2019.0445.
  • Lave, J.; Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. University Press.
  • Lee, J.; Solomon, M.; Stead, T.; Kwon, B.;Gganti, L. (2021). Impact of CoVId-19 on the mental health of US college students. BMC Psychology, 9(1), 1-10. doi:10.1186/s40359-021-00598-3.
  • Littlejohn, A. (2020). Seeking and sending signals: Remodelling teaching practice during the Covid-19 crisis. ACCESS: Contemporary Issues in Education, 40(1), 56-62. doi:10.46786/ac20.8253.
  • Munday, D. (2021). Teaching and learning post pandemic. In A. Plutino & E. Polisca (Eds.), Languages at work, competent multilinguals and the pedagogical challenges of CoVId-19 (pp. 63-69). Research-publishing.net. doi:10.14705/rpnet.2021.49.1219.
  • Orihuela, J. L. (2020, 10 de abril). Repensar la universidad en cuarentena. Medium. (https://medium.com/@jlori/repensar-la-universidaden-cuarentena-34f4d96200bc).
  • Pérez-López, E.; Vázquez, A.; Cambero, S. (2021). Educación a distancia en tiempos de CoVId-19: Análisis desde la perspectiva de los estudiantes universitarios. RIED. Revista Iberoamericana de Educación a distancia, 24(1), 331-350. doi:10.5944/ried.24.1.27855.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407. doi:10.1007/s10648-004-0006-x.
  • REACU (2020). Aplicación del documento REACU “orientaciones para la elaboración y evaluación de títulos de grado y máster en enseñanza no presencial y semipreresencial”. (https://is.gd/pS4clK).
  • Regueira, U.; Gewerc, A.; Llamas-Nistal, M. (2020). El profesorado universitario de galicia y la enseñanza remota de emergencia: González-Villa, A.; Regueira, U.; Gewerc, A. (2022). hacia la enseñanza en línea. Estudio mixto de una reestructuración metodológica en pandemia.
  • Roig-Vila, R.; Flores Lueg, C.; Álvarez Teruel, J. D.; Blasco Mira, J. E.; Grau, S.; LLedó Carreres, A.; López Meneses, E.; Lorenzo, G.; Martínez-Altamira, M. M.; Mengual, S.; Mulero, J.; Perandones, T. M.; Segura, L.; Suárez-guerrero, C.; Tortosa, M. T.; Vilaplana, Á. (2016). Implementación de Webquests para la investigación e innovación en la Enseñanza Superior. En R. Roig-Vila, J.E. Blasco Mira, A. Lledó & Pellín, A. (Eds.), Investigación e Innovación Educativa en docencia Universitaria. Retos, Propuestas y Acciones (pp.1150-1167). Universidad de Alicante. (http://rua.ua.es/dspace/handle/10045/60294).
  • Roman, M.; Petrus, P. (2021). The effectiveness of the emergency eLearning during CoVId-19 pandemic. The case of higher education in economics in Romania. International Review of Economics Education, 37. doi:10.1016/j.iree.2021.100218.
  • Ross, J.; Collier, A. (2016). Complexity, mess and not-yetness: teaching online with emerging technologies. In G. Veletsianos (Ed.), Emergence and Innovation in digital Learning: foundations and Applications. Athabasca University Press.
  • Schröpfer, K.; Schmidt, N.; Kus, S.; Koob, C.; Coenen, M. (2021). Psychological Stress among Students in health-Related fields during the CoVId-19 Pandemic: Results of a Cross-Sectional Study at Selected Munich Universities. International Journal of Enviromental Reserch and Public health, 18(12), 1-14. doi:10.3390/ijerph18126611.
  • Serrano-Aroca, Á.; Frígols, B.; Martí, M.; Ingresa-Capaccioni, S.; Moreno-Manzano, V. (2019). Prácticas de laboratorio interdisciplinares de alto nivel científico con alumnos de diferentes grados universitarios guiados por WebQuest AICLE. In In-REd 2019. V Congreso de Innovación Educativa y docencia en Red (pp. 141-155). Universitat Politècnica de València. (https://is.gd/sLvbIi).
  • Shin, M.; Hickey, K. (2020). Needs a little TLC: Examining college students’ emergency remote teaching and learning experiences during CoVId-19. Journal of further and higher Education, 1-14. doi:10.1080/0309877X.2020.1847261.
  • Simsek, I.; Kucuk, S.; Biber, S. K.; Can, T. (2021). online Learning Satisfaction in higher Education Amidst the Covid-19 Pandemic. Asian Journal of distance Education, 16(1), 247-261. (https://files.eric.ed.gov/fulltext/EJ1303630.pdf).
  • Sin, C.; Tavares, O.; Amaral, A. (2017). Accepting employability as a purpose of higher education? Academics’ perceptions and practices. Studies in higher Education, 44(6), 920-931. doi:10.1080/03075079.2017.1402174.
  • Singh, G.; Hardaker, G. (2017). Change levers for unifying top-down and bottom-up approaches to the adoption and diffusion of elearning in higher education. Teaching in higher Education, 22(6), 736-748. doi:10.1080/13562517.2017.1289508.
  • Strielkowski, W. (2020). CoVId-19 pandemic and the digital revolution in academia and higher education. (in press). doi:10.20944/preprints202004.0290.v1.
  • Sun, A.; Chen, X. (2016). online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157-190. doi:10.28945/3502.
  • Williamson, b.; hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International Research.