L'articolo è frutto di un'indagine su docenti e studenti in relazione alla percezione della DAD in tempo di Covid. The COVID‐19 pandemic has transformed training processes. The transition from face‐to‐ face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innova‐ tion in this crisis situation will encourage universities to deal with difficulties and embrace oppor‐ tunities to enhance knowledge production. In this regard, the main objective of this work is to ana‐ lyze how universities have managed knowledge flow during lockdown situation. The research pre‐ sents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 re‐ sponses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the ab‐ sence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material col‐ lides with the demand from students for a mixture of training resources, a greater role for the pod‐ cast and, especially, a typology of assessment tests that pass the traditional exams.
Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation
Alberto Parola
2021-01-01
Abstract
L'articolo è frutto di un'indagine su docenti e studenti in relazione alla percezione della DAD in tempo di Covid. The COVID‐19 pandemic has transformed training processes. The transition from face‐to‐ face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innova‐ tion in this crisis situation will encourage universities to deal with difficulties and embrace oppor‐ tunities to enhance knowledge production. In this regard, the main objective of this work is to ana‐ lyze how universities have managed knowledge flow during lockdown situation. The research pre‐ sents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 re‐ sponses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the ab‐ sence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material col‐ lides with the demand from students for a mixture of training resources, a greater role for the pod‐ cast and, especially, a typology of assessment tests that pass the traditional exams.File | Dimensione | Formato | |
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Higher Education Response in the Time of Coronavirus (DEF).pdf
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