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

  1. Ángela González Villa
  2. Uxía Regueira
  3. Adriana Gewerc Barujel
Journal:
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

Metrics

Cited by

  • Web of Science Cited by: 0 (04-01-2023)

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

CIRC

  • 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

Abstract

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.

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