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A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

Author

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  • Carlos Peñarrubia-Lozano

    (Department of Musical, Plastic and Corporal Expression, University of Zaragoza, 50009 Zaragoza, Spain)

  • Manuel Segura-Berges

    (Colegio Compañía de María, 50004 Zaragoza, Spain)

  • Manuel Lizalde-Gil

    (Department of Musical, Plastic and Corporal Expression, University of Zaragoza, 50009 Zaragoza, Spain)

  • Juan Carlos Bustamante

    (Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain)

Abstract

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

Suggested Citation

  • Carlos Peñarrubia-Lozano & Manuel Segura-Berges & Manuel Lizalde-Gil & Juan Carlos Bustamante, 2021. "A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown," Sustainability, MDPI, vol. 13(6), pages 1-28, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3317-:d:518971
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    References listed on IDEAS

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    1. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    2. Luis Espino-Díaz & Gemma Fernandez-Caminero & Carmen-Maria Hernandez-Lloret & Hugo Gonzalez-Gonzalez & Jose-Luis Alvarez-Castillo, 2020. "Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action," Sustainability, MDPI, vol. 12(14), pages 1-10, July.
    3. Luis Espino-Díaz & Jose-Luis Alvarez-Castillo & Hugo Gonzalez-Gonzalez & Carmen-Maria Hernandez-Lloret & Gemma Fernandez-Caminero, 2020. "Creating Interactive Learning Environments through the Use of Information and Communication Technologies Applied to Learning of Social Values: An Approach from Neuro-Education," Social Sciences, MDPI, vol. 9(5), pages 1-8, May.
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    Cited by:

    1. Evon M. Abu-Taieh & Issam AlHadid & Rami S. Alkhawaldeh & Sufian Khwaldeh & Ra’ed Masa’deh & Ala’Aldin Alrowwad & Rabah Al-Eidie, 2022. "An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan," Sustainability, MDPI, vol. 14(20), pages 1-27, October.
    2. Blanka Klimova & Marcel Pikhart & Anna Cierniak-Emerych & Szymon Dziuba, 2021. "A Qualitative Analysis of Students’ Reflections on the Current Use of Digital Media in Foreign Language Classes," Sustainability, MDPI, vol. 13(16), pages 1-11, August.
    3. Adriana Malureanu & Georgeta Panisoara & Iulia Lazar, 2021. "The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(12), pages 1-20, June.
    4. Josep Petchamé & Ignasi Iriondo & Xavi Canaleta & David Riu & Silvia Necchi, 2021. "Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study," Sustainability, MDPI, vol. 13(13), pages 1-20, July.
    5. Małgorzata Zajdel & Małgorzata Michalcewicz-Kaniowska & Paweł Modrzyński & Anna Komarnicka & Joanna Modrzyńska, 2021. "Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland," Sustainability, MDPI, vol. 13(18), pages 1-26, September.
    6. Eva Blondeel & Patricia Everaert & Evelien Opdecam, 2021. "And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?," Sustainability, MDPI, vol. 13(21), pages 1-18, November.
    7. Juan Carlos Bustamante & Manuel Segura-Berges & Manuel Lizalde-Gil & Carlos Peñarrubia-Lozano, 2022. "Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities," Sustainability, MDPI, vol. 14(19), pages 1-19, September.

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