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Abstract

Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.
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https://er.educause.edu/articles/2020/3/the-dierence-between-emergency-remote-teaching-
and-online-learning
... No obstante, la irrupción de la COVID-19 provocó la aceleración de estos procesos. Consecuentemente, el acceso y uso de las herramientas digitales han reconfigurado las posibilidades y limitaciones de continuar los procesos educativos a nivel global: mientras que para algunas instituciones de educación significó la continuidad de los procesos educativos a través de sesiones formativas remotas o emergentes (Hodges et al., 2020); para otras, implicó la integración, con poca o nula preparación y reflexión sobre el uso de la tecnología en sus carreras y programas de posgrados. En el caso de las instituciones que tuvieron que incorporar las herramientas tecnológicas de manera improvisada se pueden distinguir dos estrategias: por un lado, el formar y/o empoderar a sus profesoras/es en el uso de recursos educativos abiertos y redes sociales mientras se continuaban los procesos; y/o 2) detener las actividades hasta capacitar al claustro académico y continuar con las clases (Hodges et al., 2020). ...
... Consecuentemente, el acceso y uso de las herramientas digitales han reconfigurado las posibilidades y limitaciones de continuar los procesos educativos a nivel global: mientras que para algunas instituciones de educación significó la continuidad de los procesos educativos a través de sesiones formativas remotas o emergentes (Hodges et al., 2020); para otras, implicó la integración, con poca o nula preparación y reflexión sobre el uso de la tecnología en sus carreras y programas de posgrados. En el caso de las instituciones que tuvieron que incorporar las herramientas tecnológicas de manera improvisada se pueden distinguir dos estrategias: por un lado, el formar y/o empoderar a sus profesoras/es en el uso de recursos educativos abiertos y redes sociales mientras se continuaban los procesos; y/o 2) detener las actividades hasta capacitar al claustro académico y continuar con las clases (Hodges et al., 2020). No obstante, también se identifican experiencias exitosas de integración de la tecnología durante el aislamiento: entornos virtuales de aprendizaje o sistemas de gestión de aprendizaje (Learning Managment System, LMS), ecosistemas digitales de aprendizaje, plataformas de videollamadas, entre otros, son algunas de las herramientas tecnológicas adoptadas por las instituciones educativas durante la pandemia (García-Peñalvo, 2018). ...
... Varias universidades trasladaron su oferta académica en modalidad presencial a una educación virtual (e-learning). No obstante, este proceso de transformación no garantizó una educación virtual de calidad en la que se prima los diseños instruccionales de las aulas virtuales por parte de un/a profesor/a autor/a del acompañamiento de una acción tutorial, sino que se asemejaba más a una educación remota (Hodges et al., 2020). De hecho, la virtualización de la docencia giraba en torno a clases virtuales a través de herramientas de videollamada, lo que se asimila más a un modelo educativo híbrido En un proceso de transformación digital, las universidades también incrementaron su presencia a través de portales web y las redes sociales (Carius, 2020); experiencias de educación abierta como la oferta de Moocmassive online open course (Del Moral y Villalustre, 2015), seminarios virtuales (webinars) y clases abiertas (openclass o masterclass) son propuestas de educación abierta que vincula a la universidad con la sociedad. ...
... No obstante, la irrupción de la COVID-19 provocó la aceleración de estos procesos. Consecuentemente, el acceso y uso de las herramientas digitales han reconfigurado las posibilidades y limitaciones de continuar los procesos educativos a nivel global: mientras que para algunas instituciones de educación significó la continuidad de los procesos educativos a través de sesiones formativas remotas o emergentes (Hodges et al., 2020); para otras, implicó la integración, con poca o nula preparación y reflexión sobre el uso de la tecnología en sus carreras y programas de posgrados. En el caso de las instituciones que tuvieron que incorporar las herramientas tecnológicas de manera improvisada se pueden distinguir dos estrategias: por un lado, el formar y/o empoderar a sus profesoras/es en el uso de recursos educativos abiertos y redes sociales mientras se continuaban los procesos; y/o 2) detener las actividades hasta capacitar al claustro académico y continuar con las clases (Hodges et al., 2020). ...
... Consecuentemente, el acceso y uso de las herramientas digitales han reconfigurado las posibilidades y limitaciones de continuar los procesos educativos a nivel global: mientras que para algunas instituciones de educación significó la continuidad de los procesos educativos a través de sesiones formativas remotas o emergentes (Hodges et al., 2020); para otras, implicó la integración, con poca o nula preparación y reflexión sobre el uso de la tecnología en sus carreras y programas de posgrados. En el caso de las instituciones que tuvieron que incorporar las herramientas tecnológicas de manera improvisada se pueden distinguir dos estrategias: por un lado, el formar y/o empoderar a sus profesoras/es en el uso de recursos educativos abiertos y redes sociales mientras se continuaban los procesos; y/o 2) detener las actividades hasta capacitar al claustro académico y continuar con las clases (Hodges et al., 2020). No obstante, también se identifican experiencias exitosas de integración de la tecnología durante el aislamiento: entornos virtuales de aprendizaje o sistemas de gestión de aprendizaje (Learning Managment System, LMS), ecosistemas digitales de aprendizaje, plataformas de videollamadas, entre otros, son algunas de las herramientas tecnológicas adoptadas por las instituciones educativas durante la pandemia (García-Peñalvo, 2018). ...
... Varias universidades trasladaron su oferta académica en modalidad presencial a una educación virtual (e-learning). No obstante, este proceso de transformación no garantizó una educación virtual de calidad en la que se prima los diseños instruccionales de las aulas virtuales por parte de un/a profesor/a autor/a del acompañamiento de una acción tutorial, sino que se asemejaba más a una educación remota (Hodges et al., 2020). De hecho, la virtualización de la docencia giraba en torno a clases virtuales a través de herramientas de videollamada, lo que se asimila más a un modelo educativo híbrido En un proceso de transformación digital, las universidades también incrementaron su presencia a través de portales web y las redes sociales (Carius, 2020); experiencias de educación abierta como la oferta de Moocmassive online open course (Del Moral y Villalustre, 2015), seminarios virtuales (webinars) y clases abiertas (openclass o masterclass) son propuestas de educación abierta que vincula a la universidad con la sociedad. ...
... This quick and somewhat chaotic transition was a substantial deviation from the norm, especially considering that a regular shift to online learning requires multidimensional preparations and adjustments (Redmond et al., 2018). The migration to online learning is ideally well-planned, and occurs prior to the start of the semester and has a well-structured curriculum design, resource support, technical assistance, etc. ERL, on the contrary, happens when online instruction needs to be implemented immediately and emerges in response to unpredictable "crisis circumstances" (Hodges et al., 2020). ...
... However, that is not the case for emergency remote learning. The main purpose of ERL is not to recreate a pre-emergency learning environment virtually, but rather to provide quick and reliable instruction to students during the emergency (Hodges et al, 2020;Van der Spoel et al., 2020). With that being said, emergency remote learning should not be easily equated to a regular online class. ...
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Guided by an engagement framework proposed by Fredricks et al. (2016), this qualitative study investigated four categories of student engagement: cognitive engagement, behavioral engagement, affective engagement, and social engagement during the COVID-19 pandemic emergency remote learning (ERL), and what were students’ perceptions on these four engagements with technology use. The study collected data from six video conference software interviews, and the six participants were purposefully sampled to yield diverse information. The results show that technology has played important roles in student engagement. Technology, on one hand, was perceived to help students’ cognitive processing as well as to connect students and build their sense of belonging. It also served to connect the learning communities and keep students positively emotional engaged. On the other hand, technology was also perceived as a distracting factor for students, hindered the collaboration between students and their professors, and brought negative emotions to students during ERL. This study sheds light on the relationship between technology and student engagement during a special ERL environment, and hopefully it provides implications for future practice and research in an ERL environment context and beyond.
... Many students faced a completely new situation, with multiple challenges as they moved to online learning. As educators, we are acutely aware of the significant difference between carefully planned, well-signalled online Extended author information available on the last page of the article learning experiences and emergency remote teaching (ERT) in response to a crisis or disaster (Hodges et al., 2020). ...
... The physical closure of higher education institutions during Covid affected 220 million students worldwide (Farnell et al., 2021). Higher education institutions adopted ERT (Hodges et al., 2020) to provide educational continuity. As part of ERT, institutions adopted new technologies, prepared just-in-time teaching and learning guides, provided staff training, implemented infrastructure, and added support services. ...
Article
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The worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.
... Logo, importa notar que o ensino remoto emergencial (doravante ERE), definido como um (novo) modelo de instrução que sofre alterações por conta de condições de crise (HODGES et al., 2020), não é uma forma de EaD, já que não foi pensado nem planejado para acontecer de maneira remota, enquanto o EaD, sim. Antes, o ERE é um ensino presencial que teve que ser adaptado, às pressas, ao formato remoto, em virtude da necessidade de isolamento social (CARVALHO et al., 2022;ESPÍNDOLA;PEREIRA, 2022 Portanto, o uso da tecnologia no processo de ensino-aprendizagem, em qualquer tempo, impõe, por si só, inúmeros desafios, já que as "imposições" de mudança na ação docente (e aqui também colocamos em foco a ação discente) precisam ser acompanhadas pela reformulação do processo educacional como um todo (KENSKI, 2010). ...
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... The COVID-19 pandemic caused a rapid shift from on-campus course delivery to emergency remote teaching (Hodges et al., 2020) in higher education all over the world in early 2020. Policy decisions were made in shorter timeframes than in the living memories of most academics. ...
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