Next Article in Journal
An Empirical Analysis of Scale Economies in Administrative Intensity in the Paraná State Local Government System in Brazil
Next Article in Special Issue
Uses and Resources of Technologies by Mathematics Students Prior to COVID-19
Previous Article in Journal
Introducing Nature into Cities or Preserving Existing Peri-Urban Ecosystems? Analysis of Preferences in a Rapidly Urbanizing Catchment
Previous Article in Special Issue
Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

Impact on the Virtual Learning Environment Due to COVID-19

Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Department of Statistics and O.R. and IEMath-GR, University of Granada, 18071 Granada, Spain
Authors to whom correspondence should be addressed.
Sustainability 2021, 13(2), 582;
Received: 22 November 2020 / Revised: 20 December 2020 / Accepted: 6 January 2021 / Published: 9 January 2021
(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)
As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory. View Full-Text
Keywords: virtual environment; online education; e-learning; active methodology; ICT; university training; COVID-19 virtual environment; online education; e-learning; active methodology; ICT; university training; COVID-19
Show Figures

Figure 1

MDPI and ACS Style

Torres Martín, C.; Acal, C.; El Homrani, M.; Mingorance Estrada, Á.C. Impact on the Virtual Learning Environment Due to COVID-19. Sustainability 2021, 13, 582.

AMA Style

Torres Martín C, Acal C, El Homrani M, Mingorance Estrada ÁC. Impact on the Virtual Learning Environment Due to COVID-19. Sustainability. 2021; 13(2):582.

Chicago/Turabian Style

Torres Martín, César, Christian Acal, Mohammed El Homrani, and Ángel C. Mingorance Estrada 2021. "Impact on the Virtual Learning Environment Due to COVID-19" Sustainability 13, no. 2: 582.

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Back to TopTop