Browsing by Autor "Adriana Ornellas"

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ACCELERATED VIRTUALIZATION OF HIGHER EDUCATION IN TIMES OF PANDEMIC: THE CASE OF AN ECUADORIAN UNIVERSITY
(2022) Adriana Ornellas; Miguel Herrera Pavo
"The purpose of the paper is to present and discuss the impact, challenges, and opportunities that the COVID-19 pandemic and related lockdowns have caused to the te aching and learning model of an Ecuadorian Higher Education Institution: the Universidad Andina Simón Bolivar (UASB). The discussion will be led from the perspective of various educational actors and different levels of decision-making. At the beginning of 2020, the COVID-19 pandemic that confined a large part of the world's population to their homes and paralyzed activity in practically all areas of human action, forced a rethinking of education at all levels. In addition, the massive closure of schools and universities led to the deployment of distance learning modalities through a variety of formats and online platforms, replacing traditional educational processes. Experts have called emergency remote teaching for this sudden and unforeseen shift of face-to-face classes to virtual modalities. This name comes to highlights that the solutions adopted in a very short period, in many cases, could not be based on well-founded models of e-learning and a well-planned learning process. Still, rather traditional practices were transferred from face-to-face education to online platforms, maintaining their conventional forms in terms of methodologies, teacher and student roles, typologies of activities, evaluation models, and so on. The work presents the case study of the successful transformation process of a Higher Education institution based on a face-to-face model to a remote model to continue providing training to its students despite the disruption caused by the confinement derived from the health crisis of COVID-19. The analysis of the data collected through a variety of methods that included interviews with faculty, the analysis of institutional documents, and a student survey highlights the complexity and adequacy of the strategies implemented by the educational community to make the transition from an emergency remote teaching to a quality online learning ecosystem."
From Emergency Remote Teaching to an Online Educational Ecosystem: An Ecuadorian University Case Study
(Academic Conferences and Publishing International, 2024) Miguel Ángel Herrera-Pavo; Adriana Ornellas
This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASB-E's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.