University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)
Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university...
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| Formato: | Online |
| Lenguaje: | eng |
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Universidad de Costa Rica
2021
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/46793 |
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| author | Martínez-Bello, Vladimir E. Díaz-Barahona, José Bernabé-Villodre, María del Mar |
| author_facet | Martínez-Bello, Vladimir E. Díaz-Barahona, José Bernabé-Villodre, María del Mar |
| author_sort | Martínez-Bello, Vladimir E. |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic. |
| format | Online |
| id | INIE-RAIE-article-46793 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | eng |
| publishDate | 2021 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-467932023-06-07T15:51:06Z University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) Martínez-Bello, Vladimir E. Díaz-Barahona, José Bernabé-Villodre, María del Mar pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic. Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic. Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the working groups (b) The online oral presentation of their work (c) The semi-structured interviews conducted through videoconferencing during the lockdown and, (d) The focus groups meetings. We have identified 8 major categories. Our results show that: (a) students find videoconferences are a tool that offsets the issues of social distancing; (b) intrinsic motivation is essential to overcome the perceived barriers; (c) the move to a virtual environment allowed students to deepen their methodological skills; (d) students now see themselves more competent regarding academic information research; e) the constant interaction among group members and the teacher is a key element to achieve a positive experience during social isolation; (f) new logistic and operational dynamics for cooperative working were constructed as a result of using videoconferences. We highlighted the barriers and facilitators perceived by students during the implementation of a tutorial action during the COVID-19 pandemic. Universidad de Costa Rica 2021-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text Article Texto application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/46793 10.15517/aie.v21i2.46793 Actualidades Investigativas en Educación; Vol. 21 No. 2 (2021): (May-August); 28 Actualidades Investigativas en Educación; Vol. 21 Núm. 2 (2021): (Mayo-Agosto); 28 Actualidades Investigativas en Educación; v. 21 n. 2 (2021): (Mayo-Agosto); 28 1409-4703 eng https://revistas.ucr.ac.cr/index.php/aie/article/view/46793/46316 https://revistas.ucr.ac.cr/index.php/aie/article/view/46793/47850 https://revistas.ucr.ac.cr/index.php/aie/article/view/46793/47851 Derechos de autor 2021 Vladimir E. Martínez-Bello, José Díaz-Barahona, María del Mar Bernabé-Villodre |
| spellingShingle | pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing Martínez-Bello, Vladimir E. Díaz-Barahona, José Bernabé-Villodre, María del Mar University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_alt | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_full | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_fullStr | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_full_unstemmed | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_short | University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) |
| title_sort | university experience of a tutorial action programme during the covid 19 lockdown in teacher training at a valencian university spain |
| topic | pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing |
| topic_facet | pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing pandemics higher education teacher education teleconferencing |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/46793 |
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