From Emergency Remote Teaching to Hybrid Models: Faculty Perceptions Across Three Spanish Universities
Kaydedildi:
| Yayımlandı: | Education Sciences vol. 15, no. 11 (2025), p. 1555-1573 |
|---|---|
| Yazar: | |
| Diğer Yazarlar: | , , |
| Baskı/Yayın Bilgisi: |
MDPI AG
|
| Konular: | |
| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
| Etiketler: |
Etiket eklenmemiş, İlk siz ekleyin!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3275510473 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15111555 |2 doi | |
| 035 | |a 3275510473 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a González Ruiz Carlos José |u Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain; smarting@ull.edu.es | |
| 245 | 1 | |a From Emergency Remote Teaching to Hybrid Models: Faculty Perceptions Across Three Spanish Universities | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a qualitative multi-case design using semi-structured focus-group interviews and discussion groups with 57 instructors from Social Sciences and Humanities, Engineering, and Health Sciences, selected via purposive sampling. Data were deductively coded in Atlas.ti 24. Faculty perceive hybrid teaching as useful for widening access and repositioning the virtual campus as a communicative hub; they highlight Moodle, videoconferencing, content-authoring tools such as H5P, and methodologies like gamification and flipped learning to enhance motivation. Nonetheless, generational gaps and concerns about the authenticity of online assessment persist, supporting continued reliance on in-person examinations. Technical and training support services are viewed positively, yet respondents call for more staffing and stronger dissemination of teaching resources. Consolidating teachers’ digital competences requires institutional policies that integrate robust infrastructure, contextualized continuous professional development, and communities of practice to ensure the sustainability of hybrid models in higher education at the national level. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Video teleconferencing | ||
| 653 | |a Communication | ||
| 653 | |a Instructional design | ||
| 653 | |a Communities of practice | ||
| 653 | |a Learning management systems | ||
| 653 | |a Workloads | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Virtual offices | ||
| 653 | |a Technical support | ||
| 653 | |a COVID-19 | ||
| 653 | |a Participation | ||
| 653 | |a College campuses | ||
| 653 | |a Pandemics | ||
| 653 | |a Sustainability | ||
| 653 | |a Online instruction | ||
| 653 | |a Learning analytics | ||
| 653 | |a Education | ||
| 653 | |a Digital literacy | ||
| 653 | |a Distance learning | ||
| 653 | |a Qualitative research | ||
| 653 | |a Educational Development | ||
| 653 | |a Coordination | ||
| 653 | |a Instructional Development | ||
| 653 | |a Competence | ||
| 653 | |a Institutional Role | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Distance Education | ||
| 653 | |a College Faculty | ||
| 653 | |a Management Systems | ||
| 653 | |a Creative Teaching | ||
| 653 | |a Integrity | ||
| 653 | |a Computer Mediated Communication | ||
| 653 | |a Evidence | ||
| 653 | |a Blended Learning | ||
| 653 | |a Faculty Development | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a In Person Learning | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Educational Needs | ||
| 653 | |a Captions | ||
| 700 | 1 | |a Martín Gómez Sebastián |u Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain; smarting@ull.edu.es | |
| 700 | 1 | |a Ortega Gaite Sonia |u Department of Pedagogy, Faculty of Education (Palencia), University of Valladolid, 34004 Palencia, Spain; sonia.ortega.gaite@uva.es | |
| 700 | 1 | |a Pedrera Rodríguez María Inmaculada |u Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10004 Cáceres, Spain; inmapedrera@unex.es | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 11 (2025), p. 1555-1573 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275510473/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3275510473/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275510473/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |