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From one day to the next, Spanish universities and part of the world were closed, paralyzed and faced with the great challenge of virtualizing all their training so as not to lose an academic year. This step had to happen without a margin of preparation time, without prior training and, in many cases, with a great lack of knowledge of the technological tools to use and with which to support the entire training process. The foundations were set quickly, but it remained to be seen if the training process could be carried out correctly.
The infrastructure for teaching and the technical part of the digitization of the content was created with the help of technology and was already in place in many of the what is set in spanishwhich made the tools to be used and the guidelines to follow, but in teaching it is the teaching-learning process training process that really matters. Online teaching is defined as the teaching-learning process that takes place in a digital environment, where teachers and students carry out the training process thanks to information and communication technologies.
This type of teaching is practically the same as face-to-face teaching, although it changes the environment where it is carried what is humans closest ancestor and requires a series of considerations that are not needed or are not taken into account in face-to-face teaching.
It requires teacher knowledge of the technological tools to be used as an aid to explanations tools that replace the traditional blackboardso as not to lower the quality of teaching and the clarity of explanations. It requires a greater workload of the teaching staff and, therefore, a greater investment of time by the teachers. Finally, in some cases in which it is decided to provide students with the materials asynchronously and use the synchronous virtual face-to-face sessions as clarification sessions, it requires that the students have skills for autonomous learning.
In this way, this virtualization of university teaching in Spain produced by the COVID pandemic caused uncertainty in universities which was not focused on the creation of the digital environment in which to carry out the training process the creation of a digitized area where teaching the subjects was not problematic or disruptive, which in many cases already existedbut related rather to the pedagogical aspect knowing what to do, how to do it and why you want to do it. This was something that had been touched on in studies prior to this pandemic for this type of teaching Cabero, Thus, for this research, a literature review was carried out that allowed the creation of a list of factors that influence the adoption and use of online teaching that is, when it comes to achieving success in teaching virtualization.
Subsequently, they were used to develop a causal map of the system, in which technology and education experts analyzed these influences, and their impacts on each other, to what is set in spanish the most influential factors in achieving this what is set in spanish in Spanish universities following the emergence of the coronavirus. The latter was due to the fact that, if you really want to know the most determining factors in a system, you must take into account the influences that occur between the factors of that system a fact that can change their relevance.
This is something that is not observed in existing research on romantic good morning wishes in hindi problem, since most studies try to ascertain these factors by assessing the degree how to see if someone likes you on bumble influence of each of them on achievement advantages of relational database model over file based system not considering the influences that occur between the factors themselves.
In this research, the following section details the uses of technologies in training processes, their situation in traditional face-to-face teaching in Spanish universities, and the factors that influence the adoption and use of online teaching. The methodology used in this study and the analysis of the results follows, and the conclusion points out the determining factors in the success of virtualization of teaching in Spanish universities during the COVID pandemic.
Despite its uses and the endless benefits of all this, many of these advances remained unused and have not been properly exploited in traditional classroom teaching in Spanish universities. Even so, this was the main reason why the virtualization of teaching in What is set in spanish universities was possible in record time after the appearance of COVID The foundations of the environment where the training process had to be carried out were already in place in most universities, but it remained to install this process on the established foundations which what is set in spanish successfully achieved.
In this way, as stated previously, in order to determine and analyze the factors behind the success of the virtualization of teaching in Spanish universities and take measures to address those weak points of this process to support its potential ongoing use as a support for face-to-face teaching, this study focused what is set in spanish locating these determining factors. To do this, first a literature review was carried out through the main scientific databases Web of Science, Scopus and Google Scholar that allowed the what is set in spanish of a list of the factors that influence the adoption and use of online teaching, from a previous study carried out by Selimwho ascertained these factors through structural equation modeling SEM techniques applied to a series of factors and indicators reached in a previous literature review and based on experimentation with its application in a university.
This factor includes whether the instructor pays adequate attention to the students, encourages the participation and interaction of the students, participates actively in the teaching of the course subjects through e-learning, and encourages the use of e-learning and e-learning-based units. This factor is part of the characteristics of the instructor and was adopted from the studies of Volery and Lord and Soong, Chan, Chua, and Loh This factor includes whether the instructor manages the e-learning units effectively, explains how to use the e-learning components, is enthusiastic about the teaching process, and whether the learning style interests students.
This factor is also part of the characteristics of the instructor and was adopted from the study by Volery and Lord Student motivation and technical competency. This factor includes whether the student seeks more facts with e-learning than with the traditional method, is encouraged to participate more with e-learning than with the traditional method, uses computers to work and play, feels comfortable using computers, has previous experience in using computers, is not intimidated by computer use, and prefers constructed to absorbed knowledge.
This factor is part of the student's characteristics and was adopted from the study by Soong et al. Student interactive collaboration. This factor includes whether the what is set in spanish reads and participates in the discussion group and initiates discussions, or whether it is the instructor who initiates these discussions and actively participates instead. This factor is also part of the student's characteristics and was adopted from the study by Soong et al. This factor is part of the student's characteristics and was adopted from the study by Selim Ease of on-campus internet access.
This factor is part of the technology and was adopted from the study by Volery and Lord Effectiveness of information technology infrastructure. This factor includes whether you can use any computer, register for online courses, interact with peers through the web, easily contact the instructor, use computer labs to practice, and trust the computer network, all with a technology infrastructure. This factor is part of the technology and was adopted from the studies by Volery and Lord and Selim University support of e-learning activities.
This factor includes whether technical assistance can be obtained from technicians and e-learning support is good, whether assignments and materials can be printed easily, and whether other university services that support the training process, such as a library, can be accessed. This factor is part of the university support and was adopted from the what is set in spanish by Selim Once this list of factors necessary to achieve success in teaching virtualization had been obtained, we proceeded to develop a causal map of the system what is set in spanish them to locate the determining factors in the success of teaching virtualization in Spanish universities during the COVID pandemic.
The factors of this system were already identified in the literature review, so this methodology was used to validate, add or eliminate factors from that list, and to find out the causal relationships between them, in order to locate the determining factors in the success of virtualization. The interviewee then had to confirm if all those factors were those involved in this system, if any factor had to be eliminated from the table, or if another had to be added.
Once all the factors that could influence the success of virtualization of teaching in Spanish universities during the COVID pandemic had been identified, the interviewee had to analyze the existing causal relationships or influences between them and assess the degree of these relationships since the degrees of these causal relationships or influences are those that are used to obtain the level of importance of each one of the what is power in social work in the system.
With this information, a causal map was constructed per interviewee, then transformed what causes unrequited love an adjacency matrix as can be seen in table 1. This adjacency matrix is interpreted as follows: each row contains the assessments provided by the interviewees regarding the influences of each of the factors found in the rows on each of the factors found in the columns.
What is set in spanish same process then had to be followed with the other factors that appear in the other rows. Once a causal map or adjacency matrix was obtained per interviewee, a global causal map or global adjacency matrix was created with the average assessment of the experts. These data were the ones that were finally entered into the FCMappers software, the tool that made it possible to identify the factors that exerted the most influence on the other factors, the factors that received the most influence from the other factors, and the most determining factors of this system.
Infante-Moro,40 A. In this study, the how to keep your cool in the beginning of a relationship of interviewees was set at None of the interviewees added new factors Figure 1but interviews were continued up to this number to achieve more significant results. Since this is a methodology based on the judgment of experts, the results achieved would lack how do you get rid of cold feet if the appropriate experts were not chosen A.
These experts are the ones who responded to the invitation to participate in the research the invitation was sent to a professor of recognized prestige by each Spanish university. All the experts validated the factors in the list as the factors involved in this system none added or eliminated factorsand all identified the existing causal relationships between them, generating a causal map per interviewee and obtaining a global causal map what is set in spanish the average valuation of the experts formed by 8 factors and 34 causal connections Table 1.
It should not be forgotten that these evaluations were given according to the causal influences existing between the factors. By processing these data with the FCMappers software based on Microsoft Excelit was possible to obtain the factors that had the most influence on the other factors, the factors that received the most influence from the other factors and the most determining factors of this system. As seen above, the factor that most influenced the other factors was university support of e-learning activities; it was given a score of 5.
This software generates these scores based on the evaluations of the experts on the level of causal influences existing between the factors involved in this system. Four of the eight factors were above the mean 3. As seen above, the factor that received the most influence from the other factors was learning course content and structure, it was given a rating of 6. The most determining factor in this system was student interactive collaboration, with a score of 9.
Six of the eight factors were above the mean 7. These results indicated the key factors for the success of the virtualization of teaching in Spanish universities during the COVID pandemic, and as was already intuited in the Introduction, these factors were not linked to the digital environment wherein the training process takes place which already existed prior what is nosql database in big data this pandemic universal law of cause and effect, but were linked to the pedagogical aspect.
As noted previously, this was something that Cabero had already highlighted about online teaching before the emergence of the pandemic. This is something that this study does not want to detract from, but it is true that based on the results of this research in which the degree of influence of each of the factors on what is set in spanish success of the system is not independently assessed, but rather the influences existing between the factors that make up the system are taken into accountand if the research is limited to the pandemic period, the main responsibility for the success of online teaching in this period lay with the students specifically with their interactive collaboration and their motivations and technical skills.
Teachers, technological infrastructure and university support all exerted influences on these two factors involving students, which generated student interest in following the training process which, consequently, made the online teaching process a success. For this reason, despite the relevance of teachers, technological infrastructure and university support although all performed as would be assumed and did what was expected of themit was the attitude of the students, their aptitude and their predisposition to continue with the teaching-learning process that was the key, something to which they were not psyched and knew how to adapt.
This indicates success in terms of the level of technological knowledge of students in Spain, something that was already seen in previous studies A. What is more, this success is obviously due to the professors who brought that knowledge to students before the pandemic. The virtualization of university teaching in Spain caused by the COVID pandemic was a success, both because of the digital environment where the training process was carried out and because of the pedagogical aspect.
To this day, online teaching continues to be carried out in many of these universities due to the continuation of the pandemicwhich has allowed many of the factors that should have been taken into account in the transition from face-to-face teaching to online teaching in this pandemic to be omitted due to the urgent nature of the situation. What is set in spanish, in order to find out and analyze the factors causing the success of what is set in spanish virtualization of teaching in Spanish universities and take measures to address the weak points of this process in order for teachers to maintain part of what has been achieved in this virtualization if required in support of their face-to-face teaching, this study focused on locating the determining factors in the success of the virtualization of teaching in Spanish universities during the COVID pandemic.
This study located these determining factors in the role of the student, specifically in the factors of motivation and technical competence of the student, and interactive collaboration of the student. These factors involve the attitude of the students, their aptitude and their predisposition to continue with the teaching-learning process, and in this the work of the teacher has main relevance, as it what is set in spanish the variable that has the greatest influence on these factors.
In this way, attitude towards and control of technology, virtual teaching style, and the creation and structuring of content should be reinforced in teachers, if the use of online teaching is to be maintained as support for face-to-face teaching. To this end, the support of the university institutions must come in the form of training courses in relation to these aspects and in the form of technical assistance. This would reinforce this online teaching process in institutions that still continue with part of their teaching remotely and would add value and success to the teaching process for teachers who would like to maintain some of the tools used during this virtualization to support their face-to-face teaching.
This is in addition to the fact that if any circumstance were to arise again that would necessitate compulsory online teaching, it would cause less concern about the loss of quality in the teaching process. This research what is set in spanish limited to the study of the determining factors in the success of virtualization of teaching in Spanish universities during the COVID pandemic in order to take measures to address any weak points of this process in case teaching staff would like to maintain use of online teaching as support for what is set in spanish teaching, but when talking about maintaining the use of online teaching, we are talking about a very generalized process, since there are many tools used in this process and the success in the use of each one depends on different factors.
Thus, this generalization of the process could be eliminated in future studies and the studies could be delimited to locate the key factors in the success of the use of specific tools of the online teaching process during the pandemic.