Working towards the Sustainable Development Goals: quality digital education during COVID-19
DOI:
https://doi.org/10.16926/p.2021.30.03Keywords:
SDG, MOOC, Covid-19, digital proposal, learningAbstract
The last few years have shown a clear commitment to digital. In the case of the educational field, this new direction is being promoted by global objectives, such as the Sustainable Development Goals (SDG), specific legislation by each country, or technological progress itself. The Massive Open Online Courses (MOOC) can be a good interrelation of all of them, especially in view of the arrival of the pandemic caused by the Covid-19. A digital proposal whose growth during the second decade of the 21st century has been very significant, some reasons to consider are how it favors lifelong learning and both synchronous and asynchronous teaching-learning methods. That is why in this article we intend to provide a reflective analysis of the necessary rethinking of education today and what the role of the MOOC can be in this new context.
References
Abousahl S., Bucalossi A., Gran, VE. & Ramos, MM., JRC in Euratom research and training programme – 2014-2020, “EPJ Nuclear Sciences & Technologies”, VI(XLV), 2020, doi: 10.1051/epjn/2019036.
Area M., Bajo el efecto 2000. Líneas de investigación sobre Tecnología Educativa en España, “Revista Interuniversitaria de Tecnología Educativa”, 0, 98-113, 2020.
Brown M., McCormack M., Reeves J., Brooks C. & Grajek S. 2020 EDUCAUSE Horizon Report, Teaching and Learning Edition, Educause, Louisville 2020.
Carneiro R., Toscano J. & Díaz T. Los desafíos de las TIC para el cambio educativo, OEI – Fundación Santillana, Madrid 2000.
Del Prete A. & Almenara JC., Use of the virtual learning environment among higher education teaching staff: a gender analysis, “RED-Revista de Educación a Distancia”, XX(LXII), 2020, doi: 10.6018/red.400061.
Eger L., Tomczyk L., Klement M., Pisonova M. & Petrova G., How do first year university students use ICT in their leisure time and for learning purposes?, “International Journal of Cognitive Researchin Science Engineering and Education – IJCRSEE”, VIII(II): 35-52, 2020, doi: 10.5937/IJCRSEE2002035E.
Fidalgo P., Thormann J., Kulyk O. & Lencastre J.A., Student’s perceptions on distance education: a multinational study, “International Journal of Educational Technology in Higher Education”, XVII(I), 2020, doi: 10.1186/s41239-020-00194-2.
García R., Matos A,P.D., Arenas A. & Ugalde C., Media literacy in primary education. International perspective of level of literacy competence, “Pixel-Bit-Revista de Medios y Educación”, 0: 217-236, 2020, doi; 10.12795/pixelbit.74535.
González J., Martí M.C. & Cervera M.G., Inside a 3D simulation: realism, dramatism and challenge in the development of students’ teacher digital competence, “Australasian Journal of Educational Technology”, XXXV(V): 1-14, 2020, doi: 10.14742/ajet.3885.
Guerrero A.J.M., Bibliometric study of scientific production in the Web of Science: vocational training and blended learning, “Pixel-Bit-Revista de Medios y Educación”, LXVI: 149-168, 2019. doi: 10.12795/pixelbit.2019.i56.08.
Huber SG. & Helm C., Covid-19 and schooling: evaluation, assessment and accountability in times of crises-reacting quickly to explore issues for policy, “Educational Assessment Evaluation And Accountability”, XXXII(II): 237-270, 2020, doi: 10.1007/s11092-020-09322-y.
Instituto Nacional de Estadística, Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares, 2020. Retrieved from https://www.ine.es/dyngs/INEbase/es/operacion.htm?c=Estadistica_C&cid=1254736176741&menu=ultiDatos&idp=1254735576692.
Liu X., Liu XW. & Zhang W., Diversities of learners’ interactions in different MOOC courses: how these diversities affects communication in learning, “Computers & Education”, CLI, 2020, doi: 10.1016/j.compedu.2020.103873.
Meneses E.L. & Cerero J.F., Information and communication technologies and functional diversity: knowledge and training of teachers in Navarra, “IJERI-International Journal of Educational Research and Innovation”, XIV: 59-75, 2020, doi: 10.46661/ijeri.4407.
Mhlanga D. & Moloi T., COVID-19 and the digital transformation of education: what are we learning on 4IR in South Africa?, Education Sciences, X(VII), 2020, doi: 10.3390/educsci10070180.
Moreira M.A., Romero O.C. & García L.F., Primary and secondary education students’ perspectives on the school use of ICT, “Educatio Siglo XXI”, XXXVI(II): 229-253, 2020, doi: 10.6018/j/333071.
Napier A., Hutner E. & Reich J., Evaluating learning transfer from MOOCs to workplaces: a case study from teacher education and launching innovation in schools, “RIED-Revista Iberoamericana de Educación a Distancia”, XXIII(II):45-64, 2020, doi: 10.5944/ried.23.2.26377.
Niu LD., Chen X. & Xu R., Quantitative analysis of the influence of learning resource scheduling in MOOC mode on traditional education and teaching, “International Journal of Continuing Engineering Education and Life-Long Learning”, IXXX(I-II): 21-32, 2019, doi: 10.1504/IJCEELL.2019.099247.
Núñez J.A.L., Soto M.N.C., Díaz IA. & Jiménez C.R., Digital competence of teaching staff to attend to students with learning difficulties. A theoretical review, “Revista Electrónica Interuniversitaria de Formación del Profesorado”, XXIII(II): 143-154, 2020, doi: 10.6018/reifop.418171.
Osman M.E., Global impact of COVID-19 on education Systems: the emergency remote teaching at Sultan Qaboos University, “Journal of Education for Teaching”, 2020, doi: 10.1080/02607476.2020.1802583.
Prendes M.P., García P.A., Solano I.M., Gender equality and ICT in the context of formal education: a systematic review, “Comunicar”, XXVIII(LXIII): 9-20, 2020, doi: 10.3916/C63-2020-01.
Robinson M. & Rusznyak L., Learning to teach without school-based experience: conundrums and possibilities in a South African context, “Journal of Education for Teaching”, 2020, doi: 10.1080/02607476.2020.1800408.
Rodríguez A.M., Cabrera A.F. & Guerrero A.J.M., Teaching digital competence for searching, selection, evaluation and storage of information, “Revista Interuniversitaria de Formación del Profesorado – RIFOP”, XCIV: 235-250, 2019.
Rodríguez M.C., Fernández F.F.O., Chinchilla M.D.C. & León E.C., Design of an instrument for evaluating digital applicacitions (Apps) that allow students to develop artistic competence, “Pixel-Bit-Revista de medios y educación”, O: 7-25, 2020. doi: 10.12795/pixelbit.7407.
Rodríguez M.D.M., Méndez V.G. & Martín A.M.R., Informational literacy and digital competence in teacher education, “Profesorado-Revista de curriculum y formación de profesorado”, XXII(III): 253-270, 2020, doi; 10.30827/profesorado.v22i3.8001.
Sánchez A., Gisbert M. & Esteve F., First-year college students’ digital competence, “INNOEDUCA-International Journal of Technology and Educational Innovation”, V(II): 104-113, 2019, doi: 10.24310/innoeduca.2019.v5i2.5598.
Simo VL., Lagaron DC. &Rodríguez C.S., STEM education for and with digital era: the role of digital tools for the performance of scientific, engineering and mathematic practices, “RED-Revista de Educación a Distancia”, XX(LXII), 2020, doi: 10.6018/red.410011.
Soler R., Mauri M., Lafarga P. & Moreno A.J., How to teach pre-service teachers to make a didactic program? The collaborative learning associated with mobiles devises, “Sustainability”, XII(IX): 3755, 2020, doi: 10.03390/su12093755.
Yandell J., Learning under lockdown: English teaching in the time of Covid-19, “Changing English-Studies in Culture and Education”, XXVII(III): 262-269, 2020, doi: 10.1080/1358684X.2020.1779029.
Zheng Q, Chen L. & Burgos D., Construction of MOOC platforms in China, “Lecture Notes in Educational Technology”, 43-83, 2018, doi: 10.1007/978-981-10-6586-6_5.
