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Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

Author

Listed:
  • Triana Aguirre

    (Department of Clinical Psychology, Psychobiology and Methodology, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Spain)

  • Leire Aperribai

    (Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country UPV/EHU, 20018 Donostia-San Sebastián, Spain)

  • Lorea Cortabarría

    (Department of Educational Sciences, University of the Basque Country UPV/EHU, 20018 Donostia-San Sebastián, Spain)

  • Emilio Verche

    (Department of Psychology, Universidad Europea Madrid, 28670 Madrid, Spain)

  • África Borges

    (Department of Clinical Psychology, Psychobiology and Methodology, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Spain)

Abstract

Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.

Suggested Citation

  • Triana Aguirre & Leire Aperribai & Lorea Cortabarría & Emilio Verche & África Borges, 2022. "Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study," Sustainability, MDPI, vol. 14(8), pages 1-9, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:8:p:4729-:d:794358
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    References listed on IDEAS

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    1. Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, UCL Centre for Education Policy and Equalising Opportunities, revised Sep 2020.
    2. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
    3. Conrad Boton, 2020. "Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
    4. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
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    1. Monica Ioana Burcă-Voicu & Romana Emilia Cramarenco & Dan-Cristian Dabija, 2022. "Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market," IJERPH, MDPI, vol. 19(18), pages 1-21, September.

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