Publication: El reseteo de la participación
del alumnado: estudio de las
percepciones, herramientas
y dinámicas de participación
en la enseñanza bimodal
Authors
Echauri Galván, Bruno ; García Hernández, Silvia
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/educatio.494341
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info:eu-repo/semantics/article
Description
Abstract
Conseguir la participación e implicación
del alumnado en el desarrollo de cada
asignatura es un inveterado desafío de la
educación superior. A partir de esta premisa,
el presente artículo se centra en estudiar
los niveles participativos en entornos
virtuales y presenciales del estudiantado
del tercer curso del grado en Lenguas
Modernas y Traducción de la Universidad
de Alcalá. Más concretamente, nuestro
análisis trata de comparar las impresiones generales del alumnado sobre su participación
en ambos contextos, explorar la
posible evolución con respecto al grado
de participación virtual del curso anterior
(año del cierre universitario por la pandemia
de COVID-19) y sondar su opinión
sobre las herramientas de participación
utilizadas por el profesorado para subrayar
las que consideran más y menos útiles
en cada entorno. De cara a alcanzar estos
propósitos, se llevó a cabo un estudio que
concatena una vertiente cuantitativa y otra
cualitativa a través de dos procedimientos
coalescentes de recogida de datos: un
cuestionario en línea y un grupo de discusión
virtual posterior. Al primero respondieron
un total de 47 estudiantes de
70 posibles, mientras que en el segundo
participaron cinco discentes. El análisis de
la información recabada consolida la participación
como un aspecto problemático
en el proceso de enseñanza-aprendizaje
en ambos entornos, aunque dibuja también
una mejoría interanual en contextos
virtuales. Del mismo modo, los resultados
muestran una aprobación general de los
instrumentos empleados por el profesorado
para intentar incrementar los niveles
participativos tanto en las sesiones remotas
como en las sesiones en aula.
Achieving student participation and involvement in the development of each subject is a long-standing challenge in higher education. On the basis of this premise, this article focuses on studying the levels of student participation in virtual and face- to-face education environments in the third year of the degree in Modern Languages and Translation at the University of Alcalá. More specifically, our analysis aims to compare students’ general sions of their participation in both contexts (on-site teaching and virtual teaching during the university closure due to the COVID-19 pandemic) and to probe their opinion on the participation tools used by the teaching staff with a focus on which of those tools they consider most and least useful in each context. To achieve these aims, a two-stage study combining quantitative and qualitative data was developed through two coalescent data collection procedures: an online questionnaire responded by 47 out of 70 students and a subsequent virtual discussion group with five students. The analysis of the information collected consolidates participation as a problematic aspect in the teachinglearning process in both environments, although it also shows a year-on-year improvement in virtual contexts. Similarly, the results show a widespread support of the instruments used by teachers to boost the levels of student participation in both online and face-to-face sessions.
Achieving student participation and involvement in the development of each subject is a long-standing challenge in higher education. On the basis of this premise, this article focuses on studying the levels of student participation in virtual and face- to-face education environments in the third year of the degree in Modern Languages and Translation at the University of Alcalá. More specifically, our analysis aims to compare students’ general sions of their participation in both contexts (on-site teaching and virtual teaching during the university closure due to the COVID-19 pandemic) and to probe their opinion on the participation tools used by the teaching staff with a focus on which of those tools they consider most and least useful in each context. To achieve these aims, a two-stage study combining quantitative and qualitative data was developed through two coalescent data collection procedures: an online questionnaire responded by 47 out of 70 students and a subsequent virtual discussion group with five students. The analysis of the information collected consolidates participation as a problematic aspect in the teachinglearning process in both environments, although it also shows a year-on-year improvement in virtual contexts. Similarly, the results show a widespread support of the instruments used by teachers to boost the levels of student participation in both online and face-to-face sessions.
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