Article 2: University Virtual Learning in Covid Times

From Digital Culture & Society

Marín-Díaz, V., Reche, E., & Martín, J. (2022). University Virtual Learning in Covid Times. Technology, Knowledge and Learning, 27(4), 1291–1309.

DOI: https://doi.org/10.1007/s10758-021-09533-2

https://link.springer.com/article/10.1007/s10758-021-09533-2

Contents 1 Context 2 Overview 3 Strengths and Weaknesses 4 Assessment

[edit] Context

This article serves to showcase the results and conclusions of a study of the opinions of Spanish university students about e-learning platforms. In the era of rapid technological advancement and the unforeseen emergence of the COVID-19 pandemic, the landscape of higher education underwent a transformative shift towards e-learning platforms. Central to this evolution was the creation of CONECTA, an initiative by the Spanish Ministry of Universities in collaboration with the Conference of Rectors of Spanish Universities, designed as a hub for students amidst the pandemic-induced transition to online education. However, the effectiveness and user-centric design of CONECTA faced significant scrutiny and criticism, notably lacking the perspective of students in its development. Driven by these pivotal elements, researchers formulated specific quantitative research objectives and hypotheses to meticulously analyze the efficacy and reception of e-learning platforms among Spanish students. Their objectives ranged from identifying the most used tools on these platforms to evaluating platform interfaces and technical support services provided by computer services within universities. Additionally, the researchers set forth three hypotheses centering on gender disparities in favorability towards online training, the relationship between age and platform assessment, and the varying satisfaction levels across academic disciplines, particularly focusing on the Primary School Education Degree's preference for Moodle as a training platform. Through meticulous questionnaire-based data collection and subsequent correlation analyses the researchers sought to fill the critical gap in understanding student perspectives on e-learning platforms, drawing conclusions that directly address research questions, hypotheses, and the fundamental elements crucial for enhancing the efficacy of online education tools in the contemporary educational landscape.

[edit] Overview

The purpose of this study is to determine the opinion of a variety of Spanish university students on e-learning platforms. When the COVID-19 pandemic began, the Spanish Ministry of Universities together with the Conference of Rectors of Spanish Universities created a portal called CONECTA, meant to function as a home university for students. However, it has received much criticism for not being designed with students in mind. Recognizing the prevalence of online training in current society, and the missing perspective of students during this time, Marin-Diaz et. al (2022) chose to determine the success of online training platforms by soliciting the participation of those who had learned through this method. Prior to this study, they possessed an idea of the elements needed for online training platforms to succeed, which are as follows. Satisfaction with the platform, the ability to interact with the content, the availability of the platform, the level of technology required, connectability to the virtual campus, level of interaction allowed with material, and the teaching skills of educators. Using these principles to guide their research, they provided questionnaires to Spanish students and developed quantitative research objectives. These objectives included: determining which are the most used tools on training platforms, to evaluate the interface of platforms used by the university, to determine the computer service that provides technical support to the platform, and that the students of the Primary School Education Degree are more satisfied with training through Moodle. They also had three hypotheses: Women are more favourable to online training, younger students have a better assessment and use of platforms, and Primary School Education Degrees are more satisfied with training through Moodle. The students surveyed had an average age of 21.07 years and were gathered using convenience sampling. 35.5% were women and 64.4% were men, with 83.8% studying Early Childhood Education, and 16.2% enrolled in the Primary School Education degree. 91.2% had never carried out any type of trausingh of the data was used to make correlations within conclusions, and answer research questions directly.

[edit] Strengths and Weaknesses

In terms of strengths, this paper makes use of almost exclusively quantitative research in the form of student questionnaires. Quantitative data is factual and numerical in nature and is not as subject to biased readings. Each objective was responded to, determining that: students do not use all the available tools on platforms, the platform interfaces were viewed positively by students, professors were not well-evaluated due to perceived low presence and communication, university offered WI-Fi was below satisfactory, and Primary School Education students did indeed prefer Moodle to other platforms. The hypotheses were also addressed, and the data showed that women are indeed more favourable to online training, younger students used platforms more but not necessarily better. In terms of weaknesses, this study possesses a limited scope, beginning by suggesting students from a variety of Spanish Universities would be studied, but ultimately only surveying the students of one in Andalusia. They do not even state directly how many students were surveyed. The researchers acknowledge their limited sample size, stating that this framework could and should be applied to the study of other universities, but struggles to make an impact significant enough for such a consideration. They also made use of convenience sampling, which is notorious for being subject to more researcher bias than other sampling methods.

[edit] Assessment

This paper provides a glimpse into the perspectives of Spanish university students about online learning during the COVID-19 pandemic. Recognizing the impact online training would have on students, the researchers set out to examine this impact with a select few factors. In the end, they concluded that: students considered the structure of content within platforms important with regards to accessibility and organization, without differences found in opinion according to gender, age, or degree. Students also continued to prefer face-to-face learning environments, feeling largely indifferent about platform use, stating that professors did not propose much engaging activity or work. More friendly and intuitive design should be included in platforms, and the Wi-Fi network offered by the university must be improved. The use of quantitative data is empowering, providing the basis of much of the results. However, the research is still heavily limited and not necessarily applicable to other universities because of platform availability, and factors that are unique to the Andalusian context. Overall, the paper is a strong attempt, and could potentially be used as the basis for future studies of other universities if expanded upon.

Jw21mx 22:30, 7 December 2023 (UTC)