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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Carrasco Hernández, Antonio José | - |
dc.contributor.author | Lozano Reina, Gabriel | - |
dc.contributor.author | Lucas Pérez, María Encarnación | - |
dc.contributor.author | Madrid Garre, María Feliz | - |
dc.contributor.author | Sánchez Marín, Gregorio | - |
dc.contributor.other | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Organización de Empresas y Finanzas | es |
dc.date.accessioned | 2024-03-18T12:08:35Z | - |
dc.date.available | 2024-03-18T12:08:35Z | - |
dc.date.issued | 2023-07-07 | - |
dc.identifier.citation | Technology, Knowledge and Learning (2024) 29:483–508 | es |
dc.identifier.issn | Print: 2211-1662 | - |
dc.identifier.issn | Electronic: 2211-1670 | - |
dc.identifier.uri | http://hdl.handle.net/10201/140302 | - |
dc.description | © 2023. The authors. This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by /4.0/ This document is the published version of a published work that appeared in final form in Technology, Knowledge and Learning. To access the final work, see DOI: https://doi.org/10.1007/s10758-023-09665-7 | es |
dc.description.abstract | The COVID-19 pandemic posed a major challenge to universities. It forced them to face the urgent need to rapidly transform their traditional onsite teaching into an emergency remote teaching (ERT) model rather than being able to gradually introduce an effective transition to an online model. Based on a sample of 505 students enrolled in the course on Work Organization at the University of Murcia in Spain, this study analyzes the impact of implementing an ERT model on students’ academic performance. Results show that students display superior academic performance in an onsite teaching–learning model compared to the online ones adopted during COVID-19. Findings also reveal that students’ self-assessment activities enhance their academic performance—both in onsite and online teaching contexts—which implies that ERT model performance can be alleviated by adequately planning self-assessment activities during the course. | es |
dc.format | application/pdf | es |
dc.format.extent | 26 | es |
dc.language | eng | es |
dc.publisher | Springer | es |
dc.relation | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. No funding was received for conducting this study. | es |
dc.rights | info:eu-repo/semantics/openAccess | es |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Emergency remote teaching | es |
dc.subject | COVID-19 | es |
dc.subject | Students’ academic performance | es |
dc.subject | Self-assessment activities | es |
dc.subject | University students | es |
dc.title | Impact of an Emergency Remote Teaching Model on Students’ Academic Performance During COVID-19 | es |
dc.type | info:eu-repo/semantics/article | es |
dc.relation.publisherversion | https://link.springer.com/article/10.1007/s10758-023-09665-7 | es |
dc.identifier.doi | https://doi.org/10.1007/s10758-023-09665-7 | - |
Aparece en las colecciones: | Artículos: Organización de Empresas y Finanzas |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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Carrasco Hernández et al. (2024) TKNL.pdf | 1,33 MB | Adobe PDF | Visualizar/Abrir |
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