Confinamiento por COVID-19, Educación Virtual y Brecha Digital
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Sara Ortega Romero [1] ; Ignasi Navarro Soria [2] ; Rocío Juárez Ruiz de Mier [1] ; Joshua Collado Valero [1] ; Rocío Lavigne Cerván [1]
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[1] Universidad de Málaga
Universidad de Málaga
Málaga, España
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[2] Universitat d'Alacant
Universitat d'Alacant
Alicante, España
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- Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 965-974
- Idioma: español
- Enlaces
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Resumen
The alert caused by the COVID-19 pandemic has led to the suspension of face-to-face education and the continuation of distance learning. However, it should not be forgotten that virtual learning can raise new barriers to educational inclusion, such as the digital divide. The aim of the present study is to investigate the attitudes and perceptions of teachers and students at the Official Language School of Malaga, regarding the use of e-learning. In this way, the intention is to gather information on digital training, methodological changes, digital divide, and the psychological impact of this sudden change. In order to respond to the objective, a descriptive research with a mixed methodology combining qualitative and quantitative data has been carried out. The results suggest that the implementation of e-learning has been a complex process, especially due to the digital competence of some students, which has had a negative influence on the psychological stability of the participants. Nevertheless, from the professionals’ point of view, the great potential of this educational modality for individualization and attention to diversity is recognized.
