El vídeo educativo en educación superior durante la pandemia de la COVID-19
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2022
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Universidad de Sevilla
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Pattier, D. y Ferreira, P. D. (2022). El vídeo educativo en educación superior durante la pandemia de la COVID-19. Pixel-Bit: Revista de Medios y Educación, 65, 183-208. https://doi.org/10.12795/pixelbit.93511%20%20
Abstract
La implementación del vídeo como recurso educativo se ha generalizado en los últimos años impulsado por plataformas de gran accesibilidad como YouTube. El objetivo de nuestra investigación es estudiar el uso que se está dando, en el periodo de la pandemia de la COVID-19, a los recursos audiovisuales en educación superior y evidenciar la satisfacción con su utilización por parte de profesorado y estudiantado. Asimismo, mostrar la existencia de variables que mejoran dicha satisfacción o que repercuten significativamente en un mayor uso de vídeos educativos de manera informal. Para ello, se aporta un estudio basado en una encuesta online con una muestra total de 684 respuestas provenientes de la Universidad de Oporto. Se concluye una utilización regular del vídeo por parte de la mitad de la muestra y un significativo uso de vídeos informales por parte de los estudiantes, obteniendo, en ambos colectivos, una satisfacción positiva con su uso. Destacan las variables que influyen en la satisfacción en la implementación de vídeos en el proceso de enseñanza-aprendizaje formal: competencia tecnológica, nivel económico y área disciplinar. Además, las que condicionan el uso de vídeos informales entre el estudiantado: género, nivel económico y área disciplinar.
The implementation of video as an educational resource has become widespread in recent years, driven by highly accessible platforms such as YouTube. The objective of our research is to study the use that is being given, duringthe COVID-19 pandemic, to audiovisual resources in higher education and to demonstrate the satisfaction with their use by teachers and students. Also, show the existence of variables that improve said satisfaction or that have a significant impact on a greateruse of educational videos informally. For this, a descriptive-inferentialstudy based on an online survey with a total sample of 684 responses from the University of Porto is provided. The results are discussed with the most recent literature on the subject. A regular use of the video by half of the sample and a significant use of informal videos by the students is concluded, obtaining, in both groups, a positive satisfaction with their use. The variables that influence satisfaction in the implementation of videos in the formal educationstand out: technological competence, economic level and disciplinary area. In addition, those that condition the use of informal videos among students: gender, economic level and disciplinary area
The implementation of video as an educational resource has become widespread in recent years, driven by highly accessible platforms such as YouTube. The objective of our research is to study the use that is being given, duringthe COVID-19 pandemic, to audiovisual resources in higher education and to demonstrate the satisfaction with their use by teachers and students. Also, show the existence of variables that improve said satisfaction or that have a significant impact on a greateruse of educational videos informally. For this, a descriptive-inferentialstudy based on an online survey with a total sample of 684 responses from the University of Porto is provided. The results are discussed with the most recent literature on the subject. A regular use of the video by half of the sample and a significant use of informal videos by the students is concluded, obtaining, in both groups, a positive satisfaction with their use. The variables that influence satisfaction in the implementation of videos in the formal educationstand out: technological competence, economic level and disciplinary area. In addition, those that condition the use of informal videos among students: gender, economic level and disciplinary area
Description
Este trabajo ha sido financiado por la Comisión Europea a través del proyecto Erasmus + EIPSI Evidence Informed Practice for School Inclusion, con referencia 2020-1-ES01- KA201-082328, y por el Ministerio de Ciencia e Innovación de España a través del proyecto I+D+i #LobbyingTeachers – Fundamentos teóricos, estructuras políticas y prácticas sociales de las relaciones público-privadas en materia de profesorado en España, con referencia PID2019-104566RA-I00/AEI/10.13039/501100011033.
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