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Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 from Spain

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Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 from Spain ORIGINAL RESEARCH published: 24 August 2021 doi: 10.3389/fpsyg.2021.648592 Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain Ana Verde 1,2*†‡ and Jose Manuel Valero 3,4†‡ 1 Faculty of Law and Social Sciences, King Juan Carlos University, Madrid, Spain, 2 Faculty of Education, International University of La Rioja, Logroño, Spain, 3 Faculty of Health Sciences, King Juan Carlos University, Madrid, Spain, 4 Faculty of Education, Camilo José Cela University, Madrid, Spain Edited by: The effects of the pandemic have affected and continue to affect education methods Rhoda Scherman, Auckland University of Technology, every day. The education methods are not immune to the pandemic periods we New Zealand are facing, so teachers must know how to adapt their methods in such a way that Reviewed by: teaching, and its quality, is not negatively affected. This study provides an overview Karla Andrea Lobos, of different types of teaching methodology before, during, and after the coronavirus University of Concepcion, Chile Marie Catherine White, disease 2019 (COVID-19) pandemic. This study describes the different types of teaching Gordon College, United States (e.g., presence learning, blended learning, and distance education) used in two Spanish *Correspondence: Universities (i.e., one private and one public) during the pandemic. A new teaching Ana Verde [email protected] methodology is proposed. The purpose of this study report is to share what we learned about the response to COVID-19. Results provide a basis for reflection about the pros †ORCID: Ana Verde and cons of teaching and learning modalities in higher education. The current situation orcid.org/0000-0003-0339-0510 demands that we continue to rethink what is the best methodology for teaching so that Jose Manuel Valero the education of students is not affected in any way. This study is useful for learning about orcid.org/0000-0001-8670-8154 different teaching methods that exist and which ones may suit us best depending on the ‡These authors have contributed equally to this work context, situation, and needs of our students. Keywords: teaching and learning modalities, educational technology, COVID response, performance, satisfaction, Specialty section: ICT, teacher competencies, higher education This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology INTRODUCTION Received: 31 December 2020 As a result of the situation caused by the State of Alarm driven by the coronavirus disease 2019 Accepted: 16 July 2021 (COVID-19), the educational system has been forced to adapt to the new capacity requirements Published: 24 August 2021 and, in many cases, cease their usual activity. Citation: The Community of Madrid, Spain, forced the closure of educational centers on March 12, 2020. Verde A and Valero JM (2021) A few days later, on March 14, 2020, the State of Alarm was decreed for the entire Spanish territory Teaching and Learning Modalities in for an initial period of 15 days with strict measures of confinement and with restrictions on the Higher Education During the Pandemic: Responses to Coronavirus movement of people and on the economic activity. This confinement was extended until June 21, Disease 2019 From Spain. 2020. Thus, the longest State of Alarm in the history of Spain ended after 3 months of confinement Front. Psychol. 12:648592. to stop the spread of COVID-19, and the so-called “New Normal” began. The restrictions on the doi: 10.3389/fpsyg.2021.648592 movement between the Spanish provinces ended, and the coexistence with the virus began. Frontiers in Psychology | www.frontiersin.org 1 August 2021 | Volume 12 | Article 648592 Verde and Valero Higher Education Teaching During Covid-19 One of the most important decisions made at the educational Presence Learning level took place on April 14, 2020. The Government and the Presence learning consists of both the students and the teacher Autonomous Communities of Spain agreed that the academic sharing the same physical classroom. Previous studies have year of 2019–2020 Educational System would end in June, and emphasized the educational benefits of the use of this teaching repetition would be exceptional at primary and secondary levels. practice (Bigg, 2003; Konopka et al., 2015; Crisol Moya, 2016; Face-to-face classes, in general, would resume in September. Anderton et al., 2021; García-Peñalvo et al., 2021). This type During the 2019–2020 course, only those students who needed of teaching methodology could not be applied from March to reinforcement or changed their educational stage, as well as September 2020 due to the declaration of a State of Alarm by the children from 0 to 6 years old whose parents did not do government of the nation. However, as of September 2020, this telework, voluntarily returned to the classrooms. This was a very teaching modality became eligible, and the educational centers important shock not only for University levels but also for all were reopened. educational levels. The non-face-to-face teaching model is becoming increasingly From March to September 2020, due to the declaration of popular in the field of higher education. Universities traditionally a State of Alarm by the National Government, the educational oriented to face-to-face teaching, regardless of whether they centers could not be opened, and they had to optimally adapt are public or private, are embracing this model. Although they to this fact. Each educational center had to base its teaching maintain their main face-to-face structure, they offer students on the online mode and to adapt teachers and students to some distance-based degrees and master’s studies (Ben-Chayim this new reality: videoconferencing software was used to avoid and Offir, 2019; Ali, 2020; Hodges et al., 2020). social disconnection, students were disoriented, ignorance of new A face-to-face University that decides to include non-face-to- tools had to be overcome to teach classes, and the evaluation face teachings in its degrees and master’s studies must combine its systems need to be redesigned. The pandemic revealed the traditional procedures with the new requirements of non-face- shortcomings of educational institutions, mainly about the to-face teaching (Chick et al., 2020). The universities that have infrastructures and the training of teachers in the Information already had this experience, even though they have been mostly and Communication Technology (ICT) tools. However, it presential, have been able to adapt more quickly to the suspension also meant improvements. The teachers were trained in new of in-person activity. online methodologies and showed interest in learning new teaching tools in the face of the new reality and challenges Distance Education that arose. Distance education, also known as online learning, is a type As of the new academic year 2020–2021, which began of education developed using technology that allows students in September 2020, this teaching modality became eligible to attend classes in remote locations (Dede, 1990; Hodges again. Each University, therefore, chose the type of et al., 2020; Sandars et al., 2020). It can also be defined as methodology that it would use to carry out in its classes. a type of education that joins professors and students from In the universities themselves, depending on the faculties different locations. Although they maintain their main face-to- and the studies, different teaching methodologies are face structure, they offer students some distance-based degrees currently used. and master’s studies. On the one hand, several authors have recognized that online teaching can be synchronous when the students and the teacher connect to the classes at the same EFFECTS OF COVID-19 ON THE time and can have real-time interactions. On the other hand, in EDUCATION PERFORMANCE OF asynchronous teaching, the teacher and the students do not have UNIVERSITY STUDENTS IN CLASSROOMS to coincide in the class. Usually, the class is recorded, and the students can view it at any time (Adedoyin and Soykan, 2020; The Spanish University System (SUE) is made up of a total of 83 Ali, 2020; Bao, 2020). universities−50 public and 33 private (Figure 1). This type of teaching, which was already followed before the pandemic, was not affected by the pandemic (Hwang, - Out of the 50 public universities, 47 offer presence learning, 2018; Daniel, 2020). Distance education is characterized by and 1 offers distance learning. having an existing organizational infrastructure, which allows the - Out of the 33 private universities, 28 offer presence learning, educational objectives of online learning to be developed (Singh and 5 offer distance learning. and Hardaker, 2014). In addition, there are two public universities with a special status We must not confuse this type of teaching, i.e., distance that provide only specialized postgraduate programs (master’s education, with the Emergency remote education. In exceptional and PhD courses). situations that impede the normal functioning of institutions Factors considered in the following sections are the type of and face-to-face educational centers, teachers may be forced to University, whether it is public or private, and the type of studies quickly adapt their pedagogical activity to a virtual environment. pursued, since there will be some in which an online model has This is known here as emergency non-face-to-face teaching. In already been implemented naturally, or vice versa, i.e., 100% face- Spain, from March to June 2020, all teaching methods were to-face modality. As of September 2020, Spanish universities have entirely online. The emergency remote teaching required by the used the teaching methods detailed in the following sections. pandemic was often quickly improvised, without guaranteed or Frontiers in Psychology | www.frontiersin.org 2 August 2021 | Volume 12 | Article 648592 Verde and Valero Higher Education Teaching During Covid-19 FIGURE 1 | Geographical distribution of the Spanish universities with activity in the academic year 2019–2020.
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