E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics StudentsDate
2021-04-27Publisher
Asian Online Journal Publishing GroupISSN
2410-9991; 2518-0169Bibliographic citation
Moliner, L., Lorenzo-Valentin, G., & Alegre, F. (2021). E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students. Journal of Education and E-Learning Research, 8(2), 179-184. https://doi.org/10.20448/journal.509.2021.82.179.184Type
info:eu-repo/semantics/articlePublisher version
https://www.asianonlinejournals.com/index.php/JEELRVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
The covid-19 pandemic has significantly altered the organization and scheduling of high schools
in Spain. Due to pandemic restrictions, most students from grades 9 to 11 come to class only on
alternate days. In this ... [+]
The covid-19 pandemic has significantly altered the organization and scheduling of high schools
in Spain. Due to pandemic restrictions, most students from grades 9 to 11 come to class only on
alternate days. In this situation, e-learning and distance learning have gained prominence as
necessary methods of instruction. In this study 68 students from grades 9 and 10, attending on
alternate days, participated in an online teaching experience for the first time in their lives. This
took place during the first trimester of the 2020-2021 academic school year. On days when they
did not attend class in person, students were expected to watch the mathematics classes which
were broadcasted live via YouTube. Students could either watch the classes live and ask the
teacher questions via an online chat, or alternatively, they could watch the pre-recorded classes at
a later time. The two options were analyzed using quantitative and qualitative methods. Results
showed a continuous decrease in the number of students who preferred the first option, switching
progressively from online live classes to pre-recorded classes as the weeks passed. The qualitative
results explained this progressive decrease as students preferred to watch the teacher’s
explanations several times. Although e-learning is absolutely necessary in the 21st century, and
especially during the current pandemic, controlling students’ level of application to distance work
and online learning is still a challenge. [-]
Is part of
Journal of Education and e-Learning ResearchVol. 8, No. 2, 179-184,2021Rights
© 2021by the authors; licensee Asian Online Journal Publishing Group
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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