Article 3: An Exploratory Study On The Emergency Remote Education Experience

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	==Overview==		==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 first 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 asking those learning by 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 through the use of 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 training course in an online format before. Much of the data was used to make correlations within conclusions, and answer research questions directly.
	==Strengths and Weaknesses==		==Strengths and Weaknesses==

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Revision as of 19:22, 7 December 2023

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

Context

Overview

Strengths and Weaknesses

Assessment

Jw21mx 22:30, 7 December 2023 (UTC)