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Active methodologies in higher education: Online teaching during the Covid-19 pandemic

Publicated to:Educatio siglo XXI: Revista de la Facultad de Educación. 42 (1): 9-32 - 2024-03-01 42(1), DOI: 10.6018/educatio.550001

Authors: Crous, Gemma; Rodriguez-Rodriguez, Julio; Padella-Petry, Paulo

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Abstract

Higher education was affected by the outburst of Covid-19, making it necessary to adapt on site teaching to an online modality. This adaptation affected teaching strategies, including active methodologies. The purpose of this study was to examine the use and adaptation of active methodologies during remote teaching in the Law, Education and Nursing degrees at two public universities. In this quantitative study, which employed an online survey, 162 individuals participated including students (n=118) and teaching staff (n=44). The results identified that the adaptation of active methodologies to the new scenario of online teaching was uneven. Students valued the changes positively, although they pointed out the need to improve quality. Teachers highlighted the difficulties they encountered: technical and space issues, management of large groups, and lack of training. Another difficulty mentioned by the cohort referred to the lack of a direct teacher -student and student -student contact. This was perceived to imply lower motivation and participation in class. The impact of the use of these active methodologies had positive effects in terms of learning, including student satisfaction and knowledge transfer. However, negative aspects such as the overload of tasks both for students and teachers was also mentioned. In conclusion, active methodologies promote student participation, involvement, and motivation in on line scenarios, but it is necessary to continue studying how to improve the adaptation of these methodologies to overcome their practical limitations.

Keywords

Covid-19Higher educationOnline learningOnline teachinPerceptionStudent engagement

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Educatio siglo XXI: Revista de la Facultad de Educación, and although the journal is classified in the quartile Q4 (Agencia WoS (JCR)), its regional focus and specialization in Education & Educational Research, give it significant recognition in a specific niche of scientific knowledge at an international level.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-05-29:

  • WoS: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-29:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 23.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 22 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 4.05.
  • The number of mentions on the social network X (formerly Twitter): 5 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.