Research Article

Online or remote education? Preferences of Colombian higher education students

Carmen Ricardo 1 * , Camilo Vieira 1 , Roxana Quintero-Manes 1 , John Cano 2
More Detail
1 Education Department, Universidad del Norte, Barranquilla, COLOMBIA2 Berkeley School of Education, University of California, Berkeley. Berkeley, CA, USA* Corresponding Author
Contemporary Educational Technology, 15(4), October 2023, ep465, https://doi.org/10.30935/cedtech/13606
Published Online: 22 August 2023, Published: 01 October 2023
OPEN ACCESS   1266 Views   702 Downloads
Download Full Text (PDF)

ABSTRACT

While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.
Keywords: emergency remote education, preferences, perceptions, online learning, higher education

CITATION (APA)

Ricardo, C., Vieira, C., Quintero-Manes, R., & Cano, J. (2023). Online or remote education? Preferences of Colombian higher education students. Contemporary Educational Technology, 15(4), ep465. https://doi.org/10.30935/cedtech/13606

REFERENCES

  1. Anderson, M. L., Turbow, S., Willgerodt, M. A., & Ruhnke, G. W. (2020). Education in a crisis: The opportunity of our lives. Journal of Hospital Medicine, 15(5), 287-291. https://doi.org/10.12788/jhm.3431
  2. Area, M., & Adell, J. (2009). eLearning: Enseñar y aprender en espacios virtuales [Teaching and learning in virtual spaces]. In J. De Pablos (Ed.), Tecnología educativa. La formación del profesorado en la era de Internet [Educative technology. Teacher training in the Internet age] (pp. 391-424).
  3. Arias, E., Dueñas, X., Elacqua, G., Giambruno, C., Mateo, M., & Pérez, M. (2021). Hacia una educación 4.0: 10 módulos para la implementación de modelos híbridos [Towards an education 4.0: 10 modules for the implementation of hybrid models]. BID & OEI. https://doi.org/10.18235/0003703
  4. Audran, J., Kaqinari, T., Kern, D., & Makarova, E. (2021). Les enseignants du supérieur face à l’enseignement en ligne “obligé” [Higher education teachers faced with “forced” online teaching]. Distances et Médiations des Savoirs [Distances and Mediations of Knowledge], 35. https://doi.org/10.4000/dms.6437
  5. Badia, A., Barberà, E., & Mominó, J. M. (2001). La incógnita de la educación a distancia [The mystery of distance education]. ICE UB/ Horsori Bartolomé.
  6. Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & De Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology, 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593
  7. Bokolo, A. J., & Selwyn, N. (2021). Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. International Journal of Educational Management, 25, 1-15. https://doi.org/10.1108/IJEM-08-2020-0370
  8. Cano, J. (2021). Understanding the curricular (re) design and technology integration process of a community-based education course from a face-to-face to online modality in a R1 university during the coronavirus pandemic [PhD thesis, University of California, Santa Barbara].
  9. Cano, J., Domínguez, A., & Ricardo, C. (2018). Fortalecimiento de la competencia TIC de estudiantes de educación superior en ambientes virtuales de aprendizaje [Strengthening of the ICT competence of higher education students in virtual learning environments]. Revista Espacios [Spaces Magazine], 39(2), 35. https://www.revistaespacios.com/a18v39n25/a18v39n25p35.pdf
  10. Cano, J., Ricardo, C., & Del Pozo, F. (2016). Competencia intercultural de estudiantado de educación superior: Un estudio en la Universidad del Norte (Barranquilla. Colombia) [Intercultural competence of higher education students: A study at the Universidad del Norte (Barranquilla. Colombia)]. Encuentros, 14(2), 159-174. https://doi.org/10.15665/re.v14i2.734
  11. Cano, J., Ricardo, C., Mizuno, J., & Llinas, H. (2022). Learning activities using videos to strengthen intercultural competence in higher education students. Revista Colombiana de Ciencias Sociales [Colombian Journal of Social Sciences], 13(1), 133-150. https://doi.org/10.21501/22161201.3636
  12. Cardona, D. M., & Sánchez, J. M. (2011). La educación a distancia y el e-learning en la sociedad de la información: Una revisión conceptual [Distance education and e-learning in the information society: A conceptual review]. Revista UIS Ingenierías [UIS Engineering Magazine], 10(1), 29-52. https://revistas.uis.edu.co/index.php/revistauisingenierias/article/view/39-52
  13. Casero Béjar, M. O., & Sánchez Vera, M. M. (2022). Cambio de modalidad presencial a virtual durante el confinamiento por COVID-19: Percepciones del alumnado Universitario [Change from face-to-face to virtual modality during confinement by COVID-19: Perceptions of university students]. RIED: Revista Iberoamericana de Educación a Distancia [RIED: Ibero-American Journal of Distance Education], 25(1), 243-260. https://doi.org/10.5944/ried.25.1.30623
  14. Coll, C. (2007). Evaluación continua y ayuda al aprendizaje. Análisis de una experiencia de innovación en educación superior con apoyo de las TIC [Continuous evaluation and learning aid. Analysis of an experience of innovation in higher education with the support of ICT]. Revista Electrónica de Investigación Psicoeducativa [Electronic Journal of Psychoeducational Research], 5(3), 783-804. https://www.redalyc.org/pdf/2931/293121946014.pdf
  15. Conejo, M., & Castillo, C. (2014). Assessment of learning through interaction and interactivity. The case of inquiry subject, technology and critical thinking. Revista Calidad en la Educación Superior [Quality in Higher Education Magazine], 5(2), 169-193. https://doi.org/10.22458/caes.v5i2.688
  16. Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241. https://doi.org/10.1016/j.lindif.2016.09.015
  17. Duart, J., Gallego, G., Osorio, L., Pardo, W., Ricardo, C., Segovia, & Unigarro, M. (2020). Recomendaciones para fomentar la calidad en prácticas educativas mediadas por tecnologías digitales [Recommendations to promote quality in educational practices mediated by digital technologies]. RedUnete. http://redunete.
  18. net/wp-content/uploads/2020/11/2020-RedUnete-MEN-libro_recomendaciontecnologia_V5.pdf
  19. Fernández-Jiménez, M. A., Tójar-Hurtado, J. C., & Mena-Rodríguez, E. (2013). Evaluación de buenas prácticas de tutorización e-learning. Funciones del teletutor y su papel en la formación [Evaluation of good e-learning tutoring practices. Functions of the teletutor and his role in training]. PIXEL-BIT. Revista de Medios y Educación [Media and Education Magazine], 43, 85-98. https://doi.org/10.12795/pixelbit.2013.i43.08
  20. Fullan, M., Quinn, J., Drummy, M., & Gardner, M. (2020). Education reimagined: The future of learning. http://aka.ms/HybridLearningPaper
  21. García, L. (2021). COVID-19 y educación a distancia digital: Pre confinamiento, confinamiento y pos confinamiento [COVID-19 and digital distance education: Pre-confinement, confinement and post-confinement]. RIED. Revista Iberoamericana de Educación a Distancia [RIED. Ibero-American Journal of Distance Education], 24(1), 9-32. https://doi.org/10.5944/ried.24.1.28080
  22. García-Peñalvo, F. J., & Seoane-Pardo, A. M. (2015). Una revisión actualizada del concepto de eLearning. Décimo aniversario [An updated review of the eLearning concept. Tenth anniversary]. Education in the Knowledge Society, 16(1), 119-144. https://doi.org/10.14201/eks2015161119144
  23. Gros-Salvat, B. (2018). La evolución del e-learning: Del aula virtual a la red [The evolution of e-learning: From the virtual classroom to the web]. RIED. Revista Iberoamericana de Educación a Distancia [RIED. Ibero-American Journal of Distance Education], 21(2), 69-82. https://doi.org/10.5944/ried.21.2.20577
  24. Head, J. T., Lockee, B. B., & Oliver, K. M. (2002). Method, media, and mode: Clarifying the discussion of distance education effectiveness. Quarterly Review of Distance Education, 3(3), 261-268. https://www.learntechlib.org/p/95261/
  25. Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54(Sup1), S203-S218. https://doi.org/10.1080/15391523.2021.1916414
  26. Hernández Suarez, C. A., Gamboa Suárez, A. A., & Prada Núñez, R. (2022). Transición de la enseñanza presencial a la remota mediada por tecnologías digitales: Percepciones de estudiantes universitarios [Transition from face-to-face to remote teaching mediated by digital technologies: Perceptions of university students]. Revista Boletín Redipe [Redipe Newsletter Magazine], 11(1), 452-471. https://doi.org/10.36260/rbr.v11i1.1654
  27. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EduCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
  28. Johnson, G. M. (2015). On-campus and fully-online university students: Comparing demographics, digital technology use and learning characteristics. Journal of University Teaching & Learning Practice, 12, 1-13. https://doi.org/10.53761/1.12.1.4
  29. Marín, V., & Salinas, J. (2014). First steps in the development of a model for integrating formal and informal learning in virtual environments. In S. Leone (Ed.), Synergic integration of formal and informal e-learning environments for adult lifelong learners (pp. 99-120). IGI Global. https://doi.org/10.4018/978-1-4666-4655-1.ch007
  30. MEN (2019). Decreto 1330 de 2019. Ministerio de Educación Nacional [Ministry of National Education]. https://www.mineducacion.gov.co/normatividad/1753/w3-article-387348.html
  31. MEN (2020). Lineamientos para la prestación del servicio de educación en casa y en presencialidad bajo el esquema de alternancia y la implicación de prácticas de bioseguridad en la comunidad educativa [Guidelines for the provision of the education service at home and in person under the alternation scheme and the implication of biosafety practices in the educational community]. Ministerio de Educación Nacional [Ministry of National Education]. https://www.mineducacion.gov.co/1780/articles-399094_recurso_1.pdf
  32. Rasmussen, K. L., Coleman, J., & Ferguson, F. (2006). It’s a new world: Multiculturalism in a virtual environment, Distance Education, 27(2), 265-278. https://doi.org/10.1080/01587910600789696
  33. Ricardo, C. (2018). Ambientes virtuales de aprendizaje: Retos para la formación y el diálogo intercultural [Virtual learning environments: Challenges for training and intercultural dialogue]. Ediciones Universidad del Norte.
  34. Ricardo, C., & Mizuno, J. (2016). Pedagogical intercultural practice of teachers. Turkish Online Journal Of Distance Education, 17(4), 13. https://doi.org/10.17718/tojde.24492
  35. Ricardo, C., Parra, J., Borjas, M., Valencia, J., & Cano, J. (2020). Potencial de la educación a distancia para reducir brechas de aprendizaje en educación superior: Una mirada al caso Colombiano [Potential of distance education to reduce learning gaps in higher education: A look at the Colombian case]. American Journal of Distance Education, 34(2), 157-176. https://doi.org/10.1080/08923647.2020.1756024
  36. Ricardo, C., & Vieira, C. (2023). Creencias y concepciones docentes de educación superior en enseñanza remota en el Contexto de COVID-19 [Higher education instructors’ beliefs and conceptions about remote education during COVID-19]. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 17-37. https://doi.org/10.5944/ried.26.1.33966
  37. Sánchez, M. & Prendes, M. (2021). ¿Por qué lo llamamos “e-learning” cuando queremos decir videoconferencias? [Why do we call it “e-learning” when we mean video conferencing?] The Conversation. https://theconversation.com/por-que-lo-llamamos-e-learning-cuando-queremos-decir-videoconferencias-154698
  38. UNESCO. (2013). Enfoques estratégicos sobre las TIC en educación en América Latina y el Caribe [Strategic approaches to ICT in education in Latin America and the Caribbean]. http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/images/ticsesp.pdf
  39. Vieira, C., Magana A. J., & Boutin M. (2018). Add-on preferential groups (APG): Analyzing student preferences of teaching methods. Computer Applications in Engineering Education, 26, 1020-1032. https://doi.org/10.1002/cae.21953
  40. Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Entorno de enseñanza remota de emergencia: Un marco conceptual para la enseñanza en línea receptiva en crisis [Emergency remote teaching environment: A conceptual framework for responsive online teaching in crisis]. Ciencias de la Información y el Aprendizaje [Information Sciences and Learning], 121, 311-319. https://doi.org/10.1108/ILS-04-2020-0099
  41. Zambrano, W. R., Hugo, V., & Martín, V. (2010). Nuevo rol del profesor y del estudiante en la educación virtual [New role of the teacher and the student in virtual education]. Dialéctica Revista de Investigación [Dialectic Research Journal], 26(1), 51-61. https://dialnet.unirioja.es/descarga/articulo/3340102.pdf