Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19
Metadatos
Afficher la notice complèteEditorial
MDPI
Materia
Teaching skills Effectiveness Distance learning COVID-19 Collaborative platform ITC Teacher training Service learning
Date
2021Referencia bibliográfica
Domínguez-Lloria, S.; Fernández-Aguayo, S.; Marín-Marín, J.-A.; Alvariñas-Villaverde, M. Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19. Sustainability 2021, 13, 5854. https://doi.org/10.3390/su13115854
Patrocinador
Spanish Ministry of Science. Innovation and Universities through “Service learning and employability of university students in Spain: skills for job placement” project (grant number EDU2017-82629-R); Vigo University through “Teaching Innovation Groups” grants to the RED-IS (Red Educativa Docente- Innovar en Sociedad)Résumé
The need to adapt to new learning scenarios due to the impact of COVID-19 on our
education system is undeniable. This fact means that we must adapt teaching to non-face-to-face
scenarios in order to adapt the teaching processes without the students losing the acquisition of
competences. The aim of this study is to evaluate the effectiveness of a digital application for the
development of competences of primary education undergraduate students in a non-face-to-face
teaching context derived from the pandemic through a service-learning project. To achieve this
objective, a specific programme was designed using a collaborative platform. Numerous instruments
were used to assess the acquisition of basic, specific, general and transversal competences. On a
quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a
qualitative level, a student field diary, a survey to measure satisfaction and an observational record
were used. The main results show that after the implementation of the use of the platform, both
the level of competence of the students and their satisfaction with the project were very high and
that the impact on their training was very positive. Among the main conclusions, we highlight that
the use of this type of platform allows students to acquire competences in non-classroom contexts.
On the other hand, we conclude that training in the use of digital tools in initial teacher training is
necessary for good professional performance. On the other hand, this experience allowed future
teachers to realise the need to master new technologies in order to be able to adapt to the new needs
that different educational scenarios pose in the information society.