The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all ...teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.
To research teachers' priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred ...among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices (reproductive vs. constructive), and the agreement between the teacher's goals and their teaching We obtained 272 activities that we analyzed according to the proposed goals, the types of learning worked (verbal, procedural, and attitudinal), and the kind of teaching promoted (content or student-centered). Results showed that most teachers proposed content-centered activities, oriented above all to verbal learning. There were clear differences between the proposed goals, partly student-centered, and what was really taught, essentially content-centered. We obtained two teaching profiles, one reproductive and the other constructive.
The COVID-19 lockdown in education institutions required music teachers to use ICT to continue teaching. This research study, with the use of a Likert type online questionnaire, analyses the ICT ...activities carried out during this period and the learning conceptions they reflect. The questionnaire consisted of the description of activities which varied, depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The teachers had to indicate the frequency with which they carried out these activities. The questionnaire was completed by 254 instrumental music teachers from different types of institutions and different levels. The main study outcome was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favouring verbal learning and assessment. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified three teaching profiles depending on the frequency and type of ICT used: Passive, Active, and Interpretative. The variable that produced the most consistent differences was previous ICT use.
Instrumental music teaching; Distance music education; ICT educational uses; Reproductive learning; Constructive learning; COVID-19.
The rationale for the study is the developing state of Bhutanese higher education, and Bhutanese students' current tendency to employ reproductive learning strategies. This research therefore aims to ...determine whether using non-linear, semi-autonomous learning activities encourages Bhutanese students to adopt constructivist attitudes towards learning. It does so by measuring Bhutanese students' attitudes towards their own learning, and by collecting qualitative and quantitative data about their behaviours and attitudes towards completing research assignments. The study used a mixed-methods design to examine the attitudes and approaches of students at Royal Thimphu College and Gaeddu College of Business Studies towards completing multi-stage written coursework assignments. Iterative pre- and post-tests of both sub-samples attempted to isolate effects of the two independent, yet similar, implementations of learning activities that required students to work semi-autonomously through non-linear research and writing processes. Since both subsamples were undergraduate students with similar demographics, equivalency of groups was presumed. However, statistical analysis did not support this assumption; controlling more for this factor may be an improvement for future scholars in this context. In addition to the pre- and post-test survey, a smaller number of students were interviewed in order to gain a more in-depth understanding of their attitudes. The results revealed that some students shifted towards constructive behaviours and attitudes after the learning activities, but that many continued to exhibit reproductive behaviours. Of particular interest were students' focus on micro-level error correction and enjoyment of autonomy in research assignments.
english Aims: In order to develop the e-learning teaching material for medical professionals who are not physicians, we compared solution-based interactive and reading-based reproductive learning ...with regard to the increase of knowledge. Furthermore we tried to identify additional factors influencing learning.Methods: We used a quasi-experimental double-stage study design with pre-test (point of time t), intervention and post-test (point of time t). The classification into three comparable groups was carried out according to the pre-test results. The interactive and reproductive group participated in the intervention but not the control group. All three groups consisted of graduates of medical schools (N=150) and more experienced physiotherapists during continuing training (N=66). The increase of knowledge was assessed by the post-test. The analysis of variance was the most important statistical tool.Results: Interactive learning generated a higher increase of knowledge than reproductive learning but was more time consuming. The two groups which participated in the intervention obtained better results than the control group. The level of education and the prior knowledge also influenced the post-test results. Conclusion: We recommend combining interactive and reproductive approaches for designing the e-learning platform.german Zielsetzung: Für die Weiterbildung von Nichtmedizinern im Fach Anatomie entwickelten wir Lehrmaterial für E (elektronisches)-learning. Deshalb interessierte uns die Frage, ob interaktives (selbstständiges Erarbeiten der Lösungen) oder reproduktives („nur Lesen“) Lernen zu einem höheren Wissenszuwachs führen und welche weiteren Faktoren den Lernprozess beeinflussen.Methodik: Wir verwendeten ein quasi-experimentelles zweistufiges Studiendesign mit Vortest (Zeitpunkt t), Intervention und Nachtest (Zeitpunkt t). Die Einteilung in leistungsmäßig etwa gleich starke Gruppen erfolgte anhand der Ergebnisse des Vortests. Die interaktive und reproduktive Gruppe nahmen an der Intervention teil, die Kontrollgruppe nicht. Alle drei Gruppen bestanden aus Absolventen medizinischer Berufsfachschulen (N=150) und bereits länger tätigen Physiotherapeuten in postgradualer Weiterbildung (N=66). Mit Hilfe des Nachtests wurde der Wissenszuwachs dokumentiert. Als wichtigstes statistisches Instrument wurde die Varianzanalyse eingesetzt. Ergebnisse: Interaktives Lernen führt zu einem höheren Wissenszuwachs, braucht aber mehr Zeit. Beide Interventionsgruppen schnitten besser ab als die Kontrollgruppe. Der Ausbildungsstand (in Ausbildung/Ausbildung abgeschlossen) und das Vorwissen hatten einen zusätzlichen Einfluss auf die Ergebnisse im Nachtest.Schlussfolgerung: Für die Gestaltung des E-learning-Moduls „Anatomie für Nichtmediziner“ empfehlen wir eine Kombination aus interaktivem und reproduktivem Lernen.
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