Distractors in online lessons during Covid-19 in Ecuador: an analysis of perceptions.
DOI:
https://doi.org/10.17561/ae.v24n1.6325Keywords:
Higher education, virtual education, educational inequalities, educational problems, academic performanceAbstract
This article makes a diagnosis about distractors and problems experienced by students during online lessons in the confinement caused by the COVID-19. A non-experimental ex-post-facto methodology was used and an ad hoc questionnaire was applied to 60 students from a higher education institution in Ecuador. Data were analysed using descriptive statistics and tests of association were carried out. Subsequently, a logistic regression model was used to explain the number of distractors according to predictors. Students identified several technical problems and an endless number of distractors during the online lessons at home. No association was found between variables, but a high presence of distractors was determined, regardless of the degree, gender, age and type of device. The number of distractors to which students were exposed reflects a possible ecosystem of negative impacts on the learning process during online lessons.
Downloads
References
Abudaqa, A., Hilmi, M. F., Almujaini, H., Alzahmi, R. A., y Ahmed, G. (2021). Students’ perception of e-Learning during the Covid Pandemic: a fresh evidence from United Arab Emirates (UAE). Journal of E-Learning and Knowledge Society, 17(3), 110–118. https://doi.org/10.20368/1971-8829/1135556
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Bernardo, J., y Calderero, J. F. (2000). Aprendo a investigar en educación. Madrid. RIALP.
Brown, S., y Kafka, A. C. (2020). Covid-19 has worsened the student mentalhealth crisis. Can resilience training fix It? The Chronicle of Higher Education. Recuperado de: https://www.chronicle.com/article/Covid-19-Has-Worsenedthe/248753
Casero Béjar, M. O., y Sánchez Vera, M. M. (2022). Cambio de modalidad presencial a virtual durante el confinamiento por Covid-19: percepciones del alumnado universitario. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 243–260. https://doi.org/10.5944/ried.25.1.30623
Cabero Almenara, J., Del Prete, A., y Arancibia Muñoz, M. L. (2019). Percepciones de estudiantes universitarios chilenos sobre uso de redes sociales y trabajo colaborativo. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 35–55. https://doi.org/10.5944/ried.22.2.22847
Casas Anguita, J., Repullo Labrador, J., y Donado Campos, J. (2003). La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos (I). Atención Primaria, 31(8), 527–538.https://doi.org/10.1016/s0212-6567(03)70728-8
Colomo Magaña, E., Gabarda Méndez, V., Cívico Ariza, A., y Cuevas Monzonís, N. (2020). Percepción de estudiantes sobre el uso del videoblog como recurso digital en educación superior. Píxel-BIT Revista de Medios y Educación, 59, 7–27. https://doi.org/10.12795/pixelbit.74358
Comisión Económica para América Latina y el Caribe - CEPAL. (2017). Bases de datos y Publicaciones Estadísticas CEPALSTAT. Recuperado de: https://estadisticas.cepal.org/cepalstat/WEB_CEPALSTAT/estadisticasIndicadores.asp?idioma=e
Comisión Económica para América Latina y el Caribe - CEPAL CEPAL (2020). Las oportunidades de la digitalización en América Latina frente al COVID-19. Recuperado de: https://repositorio.cepal.org/bitstream/handle/11362/45360/4/OportDigitalizaCovid-19_es.pdf
Erarslan, A., y Şeker, M. (2021). Investigating e-learning motivational strategies of higher education learners against online distractors. Online Learning Journal, 25(2), 262–279. https://doi.org/10.24059/olj.v25i2.2252
Expósito, E., y Marsollier, R. (2020). Virtualidad y educación en tiempos de COVID-19. Un estudio empírico en Argentina. Educación y Humanismo, 22(39), 1–22. 10.17081/eduhum.22.39.4214
Fanelli, A., Marquina, M. y Rabossi, M. (2020). Acción y reacción en época de pandemia: La universidad argentina ante a la COVID-19. Revista de Educación Superior en América Latina, 8, 3–8. https://doi.org/10.14482/esal.8.378.82
Forster, S., y Lavie, N. (2011). Entirely irrelevant distractors can capture and captivate attention. Psychonomic Bulletin and Review, 18(6), 1064–1070. https://doi.org/10.3758/s13423-011-0172-z
Garcia-Alamino, J. M. (2020). Aspectos epidemiológicos, clínica y mecanismos de control de la pandemia por SARS-CoV-2: situación en España. Enfermería Clínica, 31, S4–S11. https://doi.org/10.1016/j.enfcli.2020.05.001
Gay, G. H., y Betts, K. (2020). From discussion forums to eMeetings: Integrating high touch strategies to increase student engagement, academic performance, and retention in large online courses. Online Learning, 24(1), 92–117. https://doi.org/10.24059/olj.v24i1.1984
Gazzaley, A., y Rosen, L. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge (EEUU): MIT Press.
Gilbertson, A. (2014, June 16). Teaching through trauma: How poverty affects kid’s brains. Disponible en: https://www.readingrockets.org/news/teaching-through-trauma-how-poverty-affects-kids-brains
Grande-de-Prado, M., García-Peñalvo, F. J., Corell-Almuzara, A., Abella-García, V. (2021). Evaluación en Educación Superior durante la pandemia de la Covid-19. Campus virtuales, 10(1), 49–59. https://doi.org/10.37117/s.v19i1.405
Hernández, A. (2020). Acceso, usos y problemas en la educación virtual: una aproximación a las experiencias de estudiantes y docentes durante la cuarentena obligatoria en Argentina. Pacha. Revista de Estudios Contemporáneos Del Sur Global, 1(1), 68–75. https://doi.org/10.46652/pacha.v1i1.5
Hickey, C., y Van Zoest, W. (2013). Reward-associated stimuli capture the eyes in spite of strategic attentional set. Vision Research, 92, 67–74. https://doi.org/10.1016/j.visres.2013.09.008
INEC (2018). Tecnologías de la Información y Comunicación– TIC. Recuperado de https://www.ecuadorencifras.gob.ec/tecnologias-de-la-informacion-y-comunicacion-tic/
Iesalc-Unesco (2020). El coronavirus-19 y la educación superior: impacto y recomendaciones. Disponible en: https://www.iesalc.unesco.org/2020/04/02/el-coronavirus-covid-19-y-la-educacion-superior-impacto-y-recomendaciones.
IISUE (2020). Educación y pandemia. Una visión académica. Recuperado de: http://www.iisue.unam.mx/nosotros/covid/educacion-y-pandemia.
Immordino Yang, M. H., y Faeth, M. (2010). The role of emotion and skilled intuition in learning. En D. A. Sousa (eds.) Mind, Brain & Education: Neuroscience implications for the classroom (pp. 68–83). SolutionTreePress.
Junco, R., y Cotten, S. R. (2012). No A 4 U: the relationship between multitasking and academic performance. Computers & Education, 59, 505e514. https://doi.org/10.1016/j.compedu.2011.12.023
Latorre, A., Del-Rincón, D., y Arnal, J. (2005). Bases metodológicas de la investigación educativa. Ediciones Experiencia.
León-Pérez, F., Bas, M., y Escudero-Nahón, A. (2020). Autopercepción sobre habilidades digitales emergentes en estudiantes de Educación Superior. Comunicar, 28(16), 91–101. https://doi.org/10.3916/C62-2020-08
Mazziotta, M., y Pareto, A. (2012). A Non-compensatory approach for the measurement of the quality of life. Quality of Life in Italy. En M. Filomena & G. Nuvolati (eds.) (2012). Quality of life in Italy (pp. 27–40). Research and Reflections. https://doi.org/10.1007/978-94-007-3898-0
Ministerio de Salud Pública (MSP) (2020). Situación coronavirus Covid-19. Actualización de casos de coronavirus en Ecuador. Quito.: Recuperado de: https://www.salud.gob.ec/actualizacion-de-casos-de-coronavirus-en-ecuador/
Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., y Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262–277. https://doi.org/10.1080/01587919.2019.1600367
Picado Juárez, A. M., Valenzuela Flores, D. J., y Peralta Calderón, Y. I. (2015). Los medios distractores en el aula de clase. Revista Universidad y Ciencia, 8(13), 51–59. https://doi.org/10.5377/uyc.v8i13.4538
Rodicio-García, M. L., Ríos-De-Deus, M. P., Mosquera-González, M. J., y Abilleira, M. P. (2020). The digital divide in Spanish students in the face of the COVID-19 crisis. Revista Internacional de Educación Para La Justicia Social, 9(3), 103–125. https://doi.org/10.15366/RIEJS2020.9.3.006
Romero-Saritama, J. M., Simaluiza, J., y Fernandez, H. (2021). Medidas de prevención para evitar el contagio por la COVID-19: de lo cotidiano a lo técnico-científico. Revista Española de Salud Pública, 95, 1–14. e202104051
Rozek, E., Kemper, S., y McDowd, J. (2012). Learning to ignore distracters. Psychology and Aging, 27, 61–66. https://doi.org10.1037/a0025578
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4). e7541. https://doi.org/10.7759/cureus.7541
Sana, F., Weston, T., y Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–3. https://doi.org/10.1016/j.compedu.2012.10.003
Sánchez Mendiola, M., Martínez, A., Torres, R., De Agüero, M., Hernández, A., Benavides, M., Rendón, V., y Jaimes, C. (2020). Retos educativos durante la pandemia de COVID-19: una encuesta a profesores de la UNAM. Revista Digital Universitaria, 21(3), 1–24. https://doi.org/10.22201/codeic.16076079e.2020.v21n3.a12
Samaha, M., y Hawi, N.S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior. 57, 321–325. https://doi.org/10.1016/j.chb.2015.12.045
Terada, Y. (2020, June 23). Covid-19’s impact on students’ academic and mental well-being. Edutopia. Recuperado de: https://www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being
Torres Abreu, A., Rivera Bonilla, I., Molina Carrasquillo, R., Marcano Medina, J.E., Rodríguez Rodríguez, L.R., Rivera García, M., Cruz McDougall, V., y Nina, D. (2020). Brecha digital, aprendizaje y salud mental: Experiencias y retos del estudiantado de la Universidad de Puerto Rico en Humacao (UPRH) ante el COVID-19. (Puerto Rico): ITIAS.
Theeuwes, J., y Belopolsky, A. V. (2012). Reward grabs the eye: Oculomotor capture by rewarding stimuli. Vision Research, 74, 80–85. https://doi.org/10.1016/j.visres.2012.07.024
The Chronicle of Higher Education. (2020, jan 15). Moving Online Now. How to Keep Teaching during Coronavirus. Recuperado de: https://connect.chronicle.com/CS-WC-2020-CoronavirusFreeReport_LP-SocialTraffic.html.23
Vivanco, A. A. (2020). Teleducación en tiempos de COVID-19: brechas de desigualdad. CienciAmérica, 9(2), 166–175. http://dx.doi.org/10.33210/ca.v9i2.307
Yi, Y., Lagniton, P., Ye, S., Li, E., y Xu, R. H. (2020). Covid-19: what has been learned and to be learned about the novel coronavirus disease International. Journal of Biological Sciences, 16(10), 1753–1766. https://doi.org/10.7150/ijbs.45134
Published
Issue
Section
License
Copyright (c) 2022 José Miguel Romero Saritama, Janneth
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this journal agree with the following terms:
The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it may result in productive exchanges, as well as a more early and major published papers (See The Effect of Open Access).
