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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Mediation models for online learning and perspectives for open innovation: systematic review of the literature(2023-09-25) Riofrío Calderón, Gioconda; Ramírez Montoya, María Soledad; https://ror.org/04dvbth24; https://ror.org/03ayjn504With the advent of information and communication technologies, the implementation of online learning has been accelerated. In addition, the impact of the COVID-19 pandemic has led to the incorporation of an online model in all institutions. The objective of this study is to conduct a review on mediation models in online environments and examine the publications from 2015 to 2021, encompassing 61 articles resulting from the integration of the terms “model,” “mediation,” and “online learning.” The methodology employed corresponds to a systematic literature review, using content analysis as the technique and applying filtering criteria of inclusion, exclusion, and quality to extract the most important data. Four research questions were formulated, aiming to uncover insights within the mediation models. The findings reveal information regarding (1) the prevalence of studies related to satisfaction, collaboration, and self-regulation; (2) theoretical and conceptual trends; (3) the purposes of the studies associated with pedagogical, technological, affective, and cognitive factors; and (4) the identified findings and types of innovation. This article contributes value to existing studies by determining the factors that a mediation model should consider when an online program emerges, thus serving as a reference for professionals, researchers, and those interested in the subject. Limitations arise from the selected databases and applied criteria, while implications pertain to the pedagogical, technological, and affective fields.
- Mediation and Online Learning: Systematic Literature Mapping (2015–2020)(MDPI, 2022-03) Ramírez Montoya, María Soledad; Riofrío Calderón, Gioconda; Instituto Tecnológico y de Estudios Superiores de MonterreyAbstract: Mediation is a crucial element in the learning process, especially in a virtual environment, whether it corresponds to formal, non-formal, or informal education. This paper aims to expose the research on mediation and learning in virtual environments published between 2015 and 2020. A total of 299 articles were identified that address the topic of mediation and learning in virtual environments from different fields and approaches. The results that respond to the research questions are presented. The study was carried out with the Web of Science (WOS) and Scopus databases, and inclusion and exclusion criteria were applied to obtain the articles under study. The Systematic Literature Mapping (SLM) method was used to answer questions raised for analysis. Information was extracted from the articles regarding the method used, the most cited articles, geographical distribution of the authors by country, the journals and impact factor, type of mediation, and finally, the trends and spaces where mediation takes place. The results show studies tending toward technological mediation and factors such as interaction, collaboration, communication, and discussion, among others. The practical implications are oriented to show the mediating factor from the pedagogical and technological perspectives and its contribution to achieve meaningful learning.
- Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education(MDPI, 2022-02-07) Stracke, Christian M.; Burgos, Daniel; Santos-Hermosa, Gema; Bozkurt, Aras; Sharma, Ramesh Chander; Swiatek Cassafieres, Cécile; dos Santos, Andreia Inamorato; Mason, Jon; Ossiannilsson, Ebba; Shon, Jin Gon; Wan, Marian; Obiageli Agbu, Jane-Frances; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Ramírez-Montoya, María Soledad; Conole, Grainne; Cox, Glenda; Truong, Vi; Instituto Tecnológico y de Estudios Superiores de MonterreyThis paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.
- Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance(2022) Ramírez Montoya, María Soledad; Stracke, Christian M.; Chander Sharma, Ramesh; Bozkurt, Aras; Burgos, Daniel; Swiatek Cassafieres, Cécile; Inamorato dos Santos, Andreia; Mason, Jon; Ossiannilsson, Ebba; Santos Hermosa, Gema; Gon Shon, Jin; Wan, Marian; Obiageli Agbu, Jane Frances; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Conole, Grainne; Truong, Vi; Cox, Glenda; Instituto Tecnológico y de Estudios Superiores de MonterreyIn terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the “new normal.” Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative—to improve formal education at a distance in schools and universities in the future.