BACKGROUND: Multimodal or online learning is the use of electronic technology to deliver, support and enhance both learning and teaching. It involves communication between learner nurses and lecturers using online content. The study aims to contribute to achieving Sustainable Development Goal 4 on quality education by promoting inclusive education at tertiary institutions. The use of multimodal teaching and learning (MTL) in higher education institutions (HEI) has increased over the last decade, particularly during the COVID-19 pandemic OBJECTIVES: To explore and describe the perspectives of the undergraduate learner nurses regarding MTL challenges at the HEI, Limpopo Province, South Africa METHODS: A qualitative, explorative, descriptive and contextual research design was used to explore and describe the perspectives of the undergraduate nurses at a HEI in Limpopo Province, South Africa. A non-probability purposive sampling method was employed to select participants. Data were collected through five focus group interviews (FGI) and analysed using Tesch's open coding data analysis method. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study RESULTS: Study findings revealed the perspectives of the undergraduate nurses during MTL. The challenges related to connectivity issues, technological difficulties during online teaching, learning and assessment as well as the unapproved platforms used by module facilitators for online teaching CONCLUSION: Undergraduate learner nurses expressed their perspectives regarding the challenges they experience when using MTL. Our study findings could influence educational institutions and policymakers to improve the quality of online teaching, learning and assessment by embracing innovative instructional techniques and providing teachers with ongoing training

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract Sexual satisfaction is expressed as an evaluation to gauge the level of enjoyment in one’s sexual life. Studies of the sexuality of the LGBTIQ population have been limited, as this group grapples with taboos, repression, and social stigma, which impact various aspects of their lives, including health and sexual satisfaction. This study investigates the unidimensional scale of sexual satisfaction in the LGBTIQ population in Ecuador, We analyze how this scale is affected when compared to different sociodemographic variables. We utilized a quantitative, descriptive, correlational, and prospective methodology, applying a questionnaire to 625 residents of Ecuador to gather sociodemographic data and the Sexual Satisfaction Index (SSI). The results on the unidimensional scale of sexual satisfaction are as follows: 33% of respondents report sexual satisfaction, while 60.5% experience sexual dissatisfaction, and 6.6% undergo a severe stress experience. There is less sexual dissatisfaction among individuals living in Quito, males, homosexuals, those with a higher level of education, and Afro-Americans, with a P value < 0,005 that is statistically significant. A negative value of sexual satisfaction is observed in the studied population, emphasizing the need for further investigation into the causes and factors influencing sexual dissatisfaction. This will help us understand their needs and provide support in a safe and respectful environment due to ongoing discrimination.

Resumen La satisfacción sexual se expresa como una evaluación, para manifestar el nivel de agrado a la vida sexual. Los estudios en la sexualidad de la población LGBTIQ han sido poco profundizados, grupos rodeados de tabúes, víctimas de una represión y condenas sociales; afectando las diferentes dimensiones de la salud, como la satisfacción sexual. Este trabajo investiga la escala unidimensional de la satisfacción sexual en la población LGBTIQ Ecuador. Se analiza cómo esta escala es afectada al correlacionarse con las diferentes variables sociodemográficas. Se utiliza una metodología cuantitativa, correlacional descriptiva y prospectiva. Se aplica: cuestionario a 625 personas residentes en Ecuador con recogida de datos sociodemográficos, Índice de Satisfacción Sexual (ISS). Los resultados de la escala unidimensional de satisfacción sexual muestran que el 33 % de la población tiene satisfacción sexual, el 60,5 % experimenta insatisfacción sexual y un 6,6 % reporta una experiencia severa de estrés en esta área. Se observa una menor insatisfacción sexual en los residentes de la ciudad de Quito, en hombres, en personas homosexuales, en aquellos con un nivel educativo más alto y en individuos afrodescendientes, con un valor de p < 0,005, lo que indica una significancia estadística. Estos resultados reflejan un nivel negativo de satisfacción sexual en la población estudiada. Por lo tanto, se hace necesario continuar investigando la satisfacción sexual para comprender las causas y los factores que inciden en la insatisfacción sexual. Es crucial visibilizar las necesidades y los apoyos que requiere esta comunidad en un entorno seguro y respetuoso, especialmente considerando los constantes actos de discriminación que enfrentan.

Resumen La autoevaluación de los programas de maestría impartidos total o parcialmente en entornos virtuales permite la mejora de estos y favorece la toma de decisiones basada en evidencias. La eficacia de la autoevaluación depende de los indicadores utilizados por lo que es indispensable determinar el valor de estos. El objetivo del trabajo fue implementar un instrumento de evaluación de los indicadores para la autoevaluación de la calidad de los programas virtuales de maestría. Se realizó la identificación y análisis de artículos científicos, guías de diseño y normas técnicas que abordan la evaluación de indicadores. Se empleó el motor de búsqueda de Google y Google Académico con las palabras clave: indicadores, sistemas de indicadores, evaluación de indicadores. Como resultado del análisis se identificaron seis criterios de calidad de los indicadores utilizados en la autoevaluación de los programas virtuales de maestría. Se elaboró un instrumento para medir estos seis criterios mediante una escala de Likert de cinco niveles. La prueba piloto del instrumento diseñado permitió su validación y mejorar los indicadores utilizados en la autoevaluación de los programas virtuales de maestría en la Cátedra de Calidad, Metrología y Normalización de la Universidad de La Habana.

Abstract Systematic self-assessment of master's programs taught totally or partially in virtual environments allows the improvement of these and favors evidence-based decision making. Self-assessment effectiveness is to a large extent due to indicators that are defined to carry it out. Value determination of these indicators for the self-assessment´s objectives achievement is the first step to the realization of this. Given the above, the objective of this work was to implement an instrument for evaluating the self-assessment´s indicators for quality of virtual programs master's. It was carried out identification and analysis of scientific articles, design guides and technical standards that address the evaluation of indicators. The Google and Google Scholar search engine was used with the keywords: indicators, indicator systems, indicator evaluation. As a result of the analysis, six indicators’ quality criteria used in the master's virtual programs self-assessment were identified. An instrument was developed to measure these six criteria through a five-level Likert scale. Pilot test of designed instrument allowed its validation and improve the indicators used in master's virtual programs self-assessment in the Chair of Quality, Metrology and Standardization of the University of Havana.

The research discussed in this article explores the experiences of special needs educators teaching the Curriculum and Assessment Policy Statement (CAPS) to diverse learners in a Cape Town special school. This study delves into how six teachers positioned themselves within the school's discourses and culture, employing an interpretive approach and drawing on theoretical frameworks such as Lefebvre's theory of spatial production, Bourdieu's concept of habitus, and Nespor's ideas related to bodies in space. The results highlighted the impact of the school's institutional culture, influenced by class, race, and age, on the teachers' personal and professional socialisation experiences. The research for this article focused on the real-life encounters of special needs educators handling diverse students in a Cape Town school, while implementing the CAPS curriculum. The study investigated how six teachers positioned themselves in relation to the prevailing discourses and culture of the school by taking an interpretivist approach and drawing on Lefebvre's theory of the creation of space, Bourdieu's (1977) idea of habitus, and Nespor's (1997) theory regarding bodies in space. The results showed that the institutional culture of the school, which was moulded by concerns of class, colour, and age, had a substantial impact on the socialisation processes of the teachers on a personal and professional level. These teachers were able to reposition themselves in relation to the institutional culture and to establish their professional identities based on their individualised ways of acting and living in the school. The study's conclusions have consequences for teacher education and policy development, highlighting the necessity of viewing these instructors as a result of the uneven South African educational system rather than as a homogenous group.

INTRODUCTION: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. METHODOLOGY: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe student's experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. RESULTS: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). Majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54)( which impacted their learning. More than half of the students use feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback is needed. CONCLUSION: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. IMPLICATIONS FOR PRACTICE • For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. • The provision of institutional and academic support can positively influence students' experiences of online learning. • Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. • Students' experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. • The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning.

Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers' behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments. SIGNIFICANCE: • The study highlights the importance of understanding the challenges and influence of current measures used for assessing research impact in higher education institutions. • There is a need for higher education leaders, policymakers and funders to advocate and support responsible metrics. • Higher education leaders, funders and policymakers need to collaborate at the national level to initiate and support research assessment reform.

Abstract: This study aims to identify and analyze the main research streams on digital safety and online privacy related to higher education students. Students are at risk of cybercrime, including online harassment, identity theft, and exposure to inappropriate content. A systematic literature review is conducted on digital security, cybersecurity, Internet security, online safety, and use of digital technologies. The results show that publications on digital security for higher education students have increased consistently during the last two decades. The main research streams are: digital risk and student perspectives, digital children, digital teenagers, online harassment, and digital behavior. In conclusion, this study provides a wide assessment on digital security for university students and highlights the importance of future research on improving awareness and safety on digital environments for teenagers.

Resumen: Este estudio tiene como objetivo identificar y analizar las principales corrientes de investigación en seguridad digital y privacidad en línea para estudiantes de educación superior. Los estudiantes están en riesgo de ser víctimas de ciberdelitos, como el acoso en línea, el robo de identidad y la exposición a contenido inapropiado. Se realiza una revisión sistemática de la literatura sobre seguridad digital, ciberseguridad, seguridad en Internet y uso de tecnologías digitales. Los resultados muestran que la producción científica sobre seguridad digital en estudiantes de educación superior ha experimentado un crecimiento sostenido durante las últimas dos décadas. Las corrientes de investigación más destacadas son: riesgo digital y perspectivas estudiantiles, digital children, jóvenes digitales, ciberacoso y comportamiento digital. En conclusión, se proporciona una visión amplia sobre la seguridad digital en estudiantes universitarios y se destaca la importancia de futuras investigaciones para mejorar la conciencia y protección de los jóvenes en el entorno digital.

The industrial world has witnessed an increased demand for computing based skills due to the advent of robotics, artificial intelligence, and analytics. However, the learning of computer programming is challenging and requires an intensive cognitive effort to attain a high degree of skill and expertise. Given this phenomenon, this study undertook to ascertain the factors that influence proficiency in computer programming. The study adopted a quantitative approach and a survey research strategy, guided by a conceptual model. A survey questionnaire was designed as the primary source of data collection. The respondents comprised students who were enrolled for Information Systems and Technology (IT) courses at a higher education institution. The main factors that were identified as significant predictors of computer programming performance were Problem-Solving Ability and Self-Efficacy. The findings contribute to enhancing computer programming pedagogy, which could lead to enhanced student performance in assessment, and validation of the conceptual model. Categories · Social & programming topics ~ Professional topics · Computing Education ~ Computer science education/Information Technology/Information systems

Resumen Se buscó analizar la relación entre el aprendizaje autodirigido y las competencias para la investigación en universitarios de Lima. Participaron 358 jóvenes, varones (n= 92) y mujeres (n=293), con edades entre 18 a 38 años, de dos instituciones privadas de educación superior. La investigación desarrollada fue no experimental, transversal y de diseño correlacional. Se utilizó una escala de evaluación del aprendizaje autodirigido y una escala de autoevaluación de competencias para investigar, diseñadas para el estudio. Los hallazgos revelan que, el aprendizaje autodirigido y sus dimensiones tienen una relación directa con la indagación, el manejo tecnológico, metodológico y la comunicación de resultados en la muestra investigada. Se concluye, lo relevante de la apropiación del proceso de aprendizaje por parte del estudiante para de esta forma evidenciar el desarrollo de competencias en investigación.

Abstract The aim was to analyze the relationship between self-directed learning and research competencies among university students in Lima. A total of 358 young men (n=92) and women (n=293), aged 18 to 38 years, from two private institutions of higher education participated in the study. The research was non-experimental, cross-sectional and of correlational design. A self-directed learning assessment scale and a research competency self-assessment scale designed for the study were used. The findings reveal that self-directed learning and its dimensions have a direct relationship with inquiry, technological and methodological management, and communication of results in the sample investigated. It is concluded that the appropriation of the learning process by the student is relevant to demonstrate the development of research competences.

Abstract Several studies have reported a link between emotional competencies and academic achievement in higher education, and about the need to implement strategies for young university students to face educational demands. Along this line, the aim of this study was to explore the characteristics of emotional regulation that affect the academic performance of a group of university students, with the purpose of designing a psychoeducational proposal aimed at strengthening the emotional self-management of this population. For this, a diagnostic phase was carried out in which 80 university students participated, 33.8 % male and 66.2 % female, aged between 18 and 25 years (M = 21.09; SD = 1.92), to whom the Difficulties in Emotion Regulation Scale (DERS) instrument and the Pontificia Universidad Católica del Ecuador (PUCE) Learning Assessment Scale were applied. The results showed the presence of difficulties in goal-orientation behaviors, as well as a significant association between academic performance and lack of emotional acceptance and clarity. With these findings, the Logical Framework methodology was used to design a proposal of seven workshops to promote the development of competencies related to emotional recognition and management, stress and anxiety management, decision making and conflict management, intrinsic motivation and self-knowledge, time management and administration.

Resumen Varios estudios han reportado una asociación entre competencias emocionales y logros académicos en educación superior, y sobre la importancia de implementar estrategias para que los jóvenes afronten las demandas educativas. En esta línea, el objetivo del presente estudio consistió en explorar las características de la competencia de regulación emocional que inciden en el rendimiento académico de un grupo de jóvenes universitarios, con la finalidad de diseñar una propuesta psicoeducativa orientada a fortalecer la autogestión emocional de esta población. Para ello, se realizó una fase diagnóstica en la que participaron ochenta estudiantes universitarios, 33,8 % de sexo masculino y 66,2 % de sexo femenino, con edades comprendidas entre 18 y 25 años (M = 21,09; DE = 1,92), a quienes se les aplicó el instrumento Difficulties in Emotion Regulation Scale (DERS) y la Escala de Valoración de Aprendizajes de la Pontificia Universidad Católica del Ecuador (PUCE). Los resultados mostraron la presencia de dificultades en conductas dirigidas a metas, así como una asociación significativa entre rendimiento académico y falta de aceptación y de claridad emocional. Con estos hallazgos, se empleó la metodología del Marco Lógico para diseñar una propuesta de siete talleres para fomentar el desarrollo de competencias relacionadas con reconocimiento y gestión de emociones, manejo de estrés y ansiedad, toma decisiones y manejo de conflictos, motivación intrínseca y autoconocimiento, gestión y administración del tiempo.

Resumo: O Ensino Superior em todo o mundo durante a pandemia da COVID-19 foi obrigado a repensar, atendendo à diretriz estabelecida pela Organização Mundial da Saúde (OMS) para mitigar o impacto na população. A Costa Rica não foi exceção relativamente à situação que se vivia e especificamente na Universidade de Ciências Médicas (UCIMED), que na ausência de um plano de contingência, viveu uma transição do ensino presencial para o virtual. A presente investigação se focou nos desafios vivenciados pelos docentes dos cursos de Fisioterapia e Nutrição, no período de março a junho de 2020, com a virtualização emergencial. As informações foram coletadas pelo meio de pesquisa desenvolvida no Google Forms®. Uma vez tabulado, foi analisado, interpretado e comparado entre carreiras, aplicando estatística descritiva e revisão bibliográfica para compreender a situação mundial. O estudo determinou que a didática do curso representava um grande desafio para o corpo docente; principalmente a avaliação da aprendizagem, a participação dos estudantes, o uso de ferramentas virtuais e problemas de conectividade. Ao comparar as carreiras, identificou-se que pouca formação, menos anos de experiência docente e baixa interação com plataformas virtuais foram fatores que aumentaram a percepção dos desafios. Ao enfrentá-los, enriqueceu-se a experiência docente na gestão das TIC e com ela a transformação do Ensino Superior.

Resumen: La educación superior a nivel mundial durante la pandemia COVID-19 se vio obligada a replantearse, dada la directriz establecida por la Organización Mundial de la Salud (OMS) para mitigar el impacto en la población. Costa Rica no fue la excepción respecto a la circunstancia que se vivía y, específicamente, la Universidad de Ciencias Médicas (UCIMED), ante la ausencia de un plan de contingencia, experimentó una transición de la enseñanza presencial a virtual. Debido a ello, la presente investigación tuvo un enfoque cuantitativo y exploró los desafíos que experimentó el personal docente de las carreras de Fisioterapia y Nutrición, durante el periodo de marzo a junio del 2020, con la virtualización de emergencia. La información se recopiló a través de un cuestionario elaborado en Google Forms®; una vez tabulada, se analizó, interpretó y comparó entre carreras, apli- cando estadística descriptiva y una revisión bibliográfica para comprender la situación a nivel mundial. El estudio determinó que la didáctica del curso representó un alto desafío para el cuerpo docente; principalmente, la evaluación del aprendizaje, la participación del estudiantado, el uso de las herramientas virtuales y los problemas de conectividad. Al comparar las carreras, se identificó que la poca capacitación, la menor cantidad de años de experiencia docente y la baja interacción con plataformas virtuales, fueron factores que aumentaron la percepción de los desafíos. A partir de la confrontación de los desafíos, se enriqueció la experiencia docente en el manejo de las tecnologías de la información y comunicación (TIC) y con ello la transformación de la educación superior.

Abstract: During the COVID-19 pandemic, higher education worldwide was forced to restructure itself according to guidelines established by the World Health Organization (WHO) to mitigate the impact of the pandemic on the population. Costa Rica was no exception. In the absence of a contingency plan, the University of Medical Sciences (UCIMED) underwent a transition from face-to-face to virtual teaching. This study focused on the challenges experienced by physical therapy and nutrition faculty during the period from March to June 2020, due to the emergency virtualization. The information was collected through a Google Forms® survey; once tabulated, the data was analyzed, interpreted and compared between the professions, implementing descriptive statistics and a bibliographic review to better understand the situation at a global level. The study showed that the didactics of the course was a great challenge for the teachers, mainly in terms of learning assessment, student participation, use of virtual tools and connectivity problems. When comparing professions, it was found that limited training, fewer years of teaching experience, and less interaction with virtual platforms were factors that increased the perception of challenges. Confronting the challenges enriched the teaching experience in terms of ICT management and thus the transformation of higher education.

The intention of this article is to underscore the significance of using digital technologies to tackle inequities in assessment at higher education institutions. It is imperative to be mindful about the barriers that students with disabilities encounter when assessed and identify the potential of technology to overcome these barriers. This becomes an obstacle for safeguarding equal opportunities to access and gain from digital technologies. Furthermore, a qualitative approach, with key informant interviews prevailing as data instruments were employed. With its rapid succession of innovations, Information and Communication Technology, provides opportunities and brings comfort to students to be involved in assessment. The concern to ensure equity and equality in assessment is evidenced in the findings. Several noteworthy findings such as social exclusion, impairment issues and assistive educational technology were deliberated on. This was in response to the research questions posed. It is therefore, proposed that digital technology for students with disabilities needs to be addressed by policymakers and researchers. Students with disabilities should have the same rights to participate in assessment as other students.

ABSTRACT The modern system of higher education is subject to significant transformation under the influence of digital technologies and their deep penetration into the educational process. The teaching staff of higher education today is subject to significant requirements in terms of digital literacy and skills in the development and application of information systems in the educational process and the methodological development of the educational process organized on their basis.This article focuses on the work of teachers in the digital environment. An important problem is the issue of teachers' adaptation to the dynamically changing digital environment, taking into account the requirements to the level of competence due to the specifics of the digital environment and the already existing level of digital literacy of the teacher. It is noted that in a modern university the teacher is a multifunctional subject performing teaching, methodological, research and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization. The article presents the results of the study of the digital maturity of an educational organization as a set of organized processes and interrelations between the subjects of the educational process in the totality of technical and technological digital space of the university.The authors proposed a model of "digital maturity of an educational organization", which allows to determine the level of digital development and directions of digital transformation. The method of digital development assessment is proposed, taking into account the digital environment of teachers within the framework of educational, methodological, administrative, research activities.

RESUMEN El sistema moderno de educación superior está sujeto a una transformación significativa bajo la influencia de las tecnologías digitales y su profunda penetración en el proceso educativo. Hoy en día, el personal docente de la enseñanza superior está sujeto a requisitos significativos en términos de alfabetización digital y competencias en el desarrollo y la aplicación de sistemas de información en el proceso educativo y el desarrollo metodológico del proceso educativo organizado sobre su base. Este artículo se centra en el trabajo de los profesores en el entorno digital. Un problema importante es la cuestión de la adaptación de los profesores al entorno digital que cambia dinámicamente, teniendo en cuenta los requisitos al nivel de competencia debido a las especificidades del entorno digital y el nivel ya existente de alfabetización digital del profesor. Se señala que en una universidad moderna el profesor es un sujeto multifuncional que desempeña tareas docentes, metodológicas, de investigación y administrativas, cuya solución suele estar asociada al trabajo en el entorno digital de una organización educativa. El artículo presenta los resultados del estudio de la madurez digital de una organización educativa como conjunto de procesos organizados e interrelaciones entre los sujetos del proceso educativo en la totalidad del espacio digital técnico y tecnológico de la universidad. Los autores propusieron un modelo de "madurez digital de una organización educativa", que permite determinar el nivel de desarrollo digital y las direcciones de la transformación digital. Se propone el método de evaluación del desarrollo digital, teniendo en cuenta el entorno digital de los profesores en el marco de las actividades educativas, metodológicas, administrativas, de investigación.

ABSTRACT The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.

RESUMO A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.

RESUMEN La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue “Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile”. Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física” de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.