RESUMO: O ensino de anatomia vem se modificando ao longo dos anos, introduzindo métodos tecnológicos, principalmente após o período pandêmico. Questiona-se o uso exclusivo da tecnologia em comparação aos métodos tradicionais de dissecação e aulas teóricas presenciais no que diz respeito à aquisição de conhecimento. Este artigo analisou a percepção de conhecimento de alunos de diversos semestres do curso de Medicina Veterinária, comparando alunos que tiveram aulas apenas online com aqueles que tiveram aulas presenciais de Anatomia Descritiva dos Animais Domésticos. Para tanto, questões foram enviadas por meio de formulário, com preenchimento voluntário e anônimo, e posteriormente analisadas estatisticamente. Os resultados indicam que 11,5% dos alunos que cursaram a disciplina remotamente falharam na aplicação dos conhecimentos em outras disciplinas, enquanto nenhum aluno do ensino presencial relatou o mesmo. A maioria dos alunos, tanto dos grupos remotos quanto dos presenciais, lembram-se do assunto, mas revisam o conteúdo com frequência. Em relação ao conhecimento teórico, o grupo online (80,8%) compreendeu melhor à medida que o curso avançava, comparado a 59,6% do grupo presencial. A ligação entre Anatomia e outras disciplinas foi mais destacada pelo grupo presencial (30,8%) em comparação ao online (15,4%). Ambos os grupos concordam que o contacto físico com peças anatômicas é essencial, mas alguns consideram possível ter um primeiro contacto com imagens ou fotografias 3D. Baseado nesse estudo preliminar, conclui-se que as interações iniciais com a área de Anatomia devem incluir técnicas pedagógicas diversificadas com comunicação empática. A utilização de recursos tecnológicos modernos é um aliado do processo de ensino-aprendizagem, e após a abstração dos conteúdos é possível o uso singular da tecnologia na manutenção e atualização do conhecimento anatômico. RESUMO anos pandêmico Questionase Questiona Veterinária Domésticos formulário anônimo estatisticamente 115 11 5 11,5 mesmo lembramse lembram assunto frequência teórico 80,8% 808 80 8 (80,8% avançava 596 59 6 59,6 30,8% 308 30 (30,8% 15,4%. 154 15,4% . 15 4 (15,4%) essencial 3D D preliminar concluise conclui empática ensinoaprendizagem, ensinoaprendizagem aprendizagem, aprendizagem ensino-aprendizagem anatômico 1 11, 80,8 (80,8 59, 30,8 3 (30,8 15,4 (15,4% 80, (80, 30, (30, 15, (15,4 (80 (30 (15, (8 (3 (15 ( (1

ABSTRACT: Anatomy teaching has been changing over the years, introducing technological methods especially after the pandemic period. An ongoing debate revolves around whether exclusive reliance on technology for anatomy classes, as opposed to traditional methods and face-to-face instruction, enhances knowledge acquisition. This study analyzed the knowledge perception of students from various semesters throughout the Veterinary Medicine course, comparing students who only had online classes with those who had face-to-face classes in Gross Anatomy of Domestic Animals. For this purpose, a questionnaire was distributed for voluntary and anonymous completion, and the responses were subsequently analyzed statistically. The results indicated that 11.5% of the students who took Anatomy remotely failed to apply the knowledge in other subjects, while no face-to-face learning student reported the same. Most students, both remote and face-to-face groups, remember the subject but review the content frequently. Regarding theoretical knowledge, the online group (80.8%) understood better as the course progressed, compared to 59.6% of the face-to-face group. The connection between Anatomy and other subjects was more highlighted by the face-to-face group (30.8%) compared to the online group (15.4%). Both groups agree that physical contact with anatomical specimens is essential; however, some believe that initial exposure through 3D images or photographs is feasible. We concluded based on this preliminary study that the initial interactions with the Anatomy field should include diversified pedagogical techniques with empathetic communication. The use of modern technological resources are allies in the teaching-learning process. Furthermore, after abstracting the contents, technology alone can effectively maintain and update anatomical knowledge. ABSTRACT years period facetoface face instruction acquisition Animals purpose completion statistically 115 11 5 11.5 same frequently 80.8% 808 80 8 (80.8% progressed 596 59 6 59.6 30.8% 308 30 (30.8% 15.4%. 154 15.4% . 15 4 (15.4%) essential however D feasible communication teachinglearning process Furthermore contents 1 11. 80.8 (80.8 59. 30.8 3 (30.8 15.4 (15.4% 80. (80. 30. (30. 15. (15.4 (80 (30 (15. (8 (3 (15 ( (1

Translanguaging is an approach to language aimed at promoting diversity and plurality of languages in the classroom. In this approach, students are taught in two or more languages, and literature suggests that they tend to participate more in the classroom when concepts are explained in their mother tongue. However, higher learning institutions in most countries, including Lesotho, still practise a colonial monoglossic language approach in the classroom wherein native languages are not included as languages of instruction alongside colonial languages. Therefore, I believe that pedagogical translanguaging can serve as a useful strategy to curb the hegemony of colonial monoglossic ideologies that prohibit the use of African languages in the classroom. This study adopted a qualitative approach confined within a case study design. Data were collected through face-to-face interviews with three lecturers and focus group discussions with 60 students. Findings reveal that pedagogical translanguaging is an effective approach because it can promote social justice and plurality of languages in the classroom. The study thus recommends that minority African languages be included as languages of instruction as well, alongside the English language.

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

Resumo Introdução. O ensino superior na modalidade presencial pode se beneficiar do uso de ferramentas tecnológicas para promover, melhorar e introduzir novas metodologias de ensino. Método. O objetivo desta pesquisa foi caracterizar os recursos digitais utilizados para apoiar o ensino presencial e identificar os desafios enfrentados na introdução destas ferramentas nesta modalidade. Para isso, realizou-se uma revisão sistemática da literatura nas bases de dados Scopus, Scielo, Proquest e Ebsco Host. Os operadores booleanos “AND” e “OR” foram utilizados para compor a equação de pesquisa (“ensino on-line” OR “aprendizagem on-line” OR “educação on-line” OR “ferramentas on-line” OR “ferramentas digitais” AND universidade” OR “licenciatura” OR “graduação” OR “graduação”) em espanhol, português e inglês, no período de 2015 a 2021, nas áreas da educação e ciências sociais. Resultados. Dos 14.801.280 artigos encontrados, 11 atenderam os objetivos da pesquisa e que foram identificados por meio da sistematização PRISMA. Observou-se que é necessário explorar as ferramentas digitais na modalidade presencial; essa exploração é uma competência essencial a ser desenvolvida no ensino superior. Portanto, as instituições de ensino devem promover o desenvolvimento das competências digitais tanto entre os estudantes quanto entre os professores. Entre as categorias de ferramentas digitais mencionadas, estão aquelas orientadas para o conteúdo, colaborativas e para autorreflexão. Conclusão. Estudantes e professores utilizam recursos tecnológicos no seu cotidiano, contudo, há pouco investimento dos professores para os explorar na sala de aula presencial, registando problemas como a conectividade, a competência tecnológica dos atores, e a dificuldade de introduzir ferramentas digitais nas atividades curriculares e extracurriculares.

Resumen Introducción. La educación presencial superior puede beneficiarse de las herramientas tecnológicas para promover, mejorar e introducir nuevas metodologías de enseñanza. Método. El objetivo de esta investigación fue caracterizar los recursos/herramientas digitales utilizados como apoyo a la modalidad presencial, así como los retos encontrados en la introducción de estas herramientas en esta modalidad, por medio de una revisión sistemática de bibliografía. Se examinaron las bases de datos Scopus, Scielo, Proquest y Ebsco Host. Se utilizaron los operadores booleanos “AND” y “OR” para componer la ecuación de búsqueda (enseñanza en línea” OR “aprendizaje en línea” OR “educación en línea” OR “herramientas en línea” OR “herramientas digitales” AND “universitario” OR “graduado” OR “graduación”) en español, portugués e inglés, en el periodo 2015-2021, en las áreas de educación y ciencias sociales. Resultados. De los 14 801 280 artículos encontrados se obtuvieron 11 a través de la sistematización PRISMA. Es necesario explorar las herramientas digitales en la modalidad presencial, que se convierte en una competencia a desarrollar en la educación superior y las instituciones de ensino promueven las competencias digitales tanto en el estudiantado como en el profesorado. Entre el uso de las herramientas digitales se describe: orientadas al contenido, colaborativas y para la autorreflexión. Conclusión. El estudiantado y profesorado emplean los recursos tecnológicos en su vida, todavía hay poca inversión por parte del profesorado para explorarlos en las clases presenciales, registrándose problemas como la conectividad, la competencia tecnológica de las personas actoras, hasta la dificultad para introducir las herramientas digitales en las actividades curriculares y extracurriculares.

Abstract Introduction. The higher face-to-face education can benefit from technological tools to promote, improve, and introduce new teaching methodologies. Method. This research aimed to characterize the digital resources/tools used to support the face-to-face modality and the challenges encountered in the introduction of these tools to this modality. The study implemented a systematic literature review; it examined the following databases: Scopus, Scielo, Proquest and Ebsco Host. Boolean operators “AND” and “OR” were used to compose the search equation (“Online teaching” OR “Online learning” OR “online education” OR “online tools “ OR “digitais tools” AND “university” OR “graduate” OR “undergraduate”) in Spanish, Portuguese, and English. The literature review was conducted between 2015 and 2021 in the areas of education and social sciences. Results. Out of the 14,801,280 articles found, only 11 were obtained through PRISMA systematization. It is necessary to explore the potential of digital tools in the face-to-face modality. This exploration is an essential competence to develop in higher education. Therefore, educational institutions should promote digital skills in both students and teachers. The use of digital tools can be categorized as content-oriented, collaborative, and for self-reflection. Conclusion. Students and teachers use technological resources in their lives, but there is still little investment on the part of teachers to integrate these resources in face-to-face classroom settings. This lack of investment has led to problems such as connectivity issues, technological incompetence of the actors, and difficulties in introducing digital tools in curricular and extracurricular activities.

RESUMEN Introducción: El retorno a la presencialidad luego de la emergencia sanitaria por la COVID-19 está provocando mucha preocupación en el ámbito laboral a los docentes, por ello, es necesario evaluar su salud mental. Objetivo: Describir la presencia de depresión, ansiedad y estrés de los docentes de educación básica al retorno a la educación presencial. Método: Estudio observacional, descriptivo, de corte transversal. La muestra estuvo conformada por 233 docentes a quienes se les aplicó la Escala de Depresión, Ansiedad y Estrés (DASS-21). Se utilizó la aplicación de mensajería Whatsapp para invitar a los docentes a participar. Se aplicaron métodos estadísticos descriptivos para categorizar las variables según los puntos de corte (leve, moderado y alto) y se utilizó la prueba no paramétrica ji cuadrado con el propósito de determinar si se asociaban con las variables sociodemográficas y laborales propuestas. Resultados: El 56,2 % del total de docentes tenían niveles leves de depresión, el 45,1 % tenían niveles moderados de ansiedad y el 42,9 % también tenían niveles moderados de estrés. Asimismo, se determinó que el sexo se asociaba de manera significativa a las variables de estudio (p< 0,05). Conclusiones: Los docentes de educación básica presentan niveles leves de depresión y niveles moderados de ansiedad y estrés al retorno a la presencialidad. Por otro lado, las mujeres son las que presentan más síntomas de depresión, ansiedad y estrés que los hombres.

ABSTRACT Introduction: The return to face-to-face attendance after the health emergency caused by COVID-19 is causing a lot of concern in the workplace for teachers, therefore, it is necessary to evaluate their mental health. Objective: To describe the levels of depression, anxiety and stress of basic education teachers upon return to face-to-face education. Method: Observational, descriptive, cross-sectional study. The sample consisted of 233 teachers who were administered the Depression, Anxiety, and Stress Scale (DASS-21). The messaging application Whatsapp was used to invite teachers to participate. Descriptive statistical methods were applied to categorize the variables according to cutoff points (mild, moderate, and high), and the non-parametric Chi-square test was used to determine if they were associated with the proposed sociodemographic and work-related variables. Results: 56.2% of all teachers had mild levels of depression, 45.1% had moderate levels of anxiety and 42.9% also had moderate levels of stress. Likewise, it was determined that gender was significantly associated with the study variables (p< 0.05). Conclusions: Basic education teachers experience mild levels of depression and moderate levels of anxiety and stress upon returning to in-person instruction. On the other hand, women show more symptoms of depression, anxiety, and stress than men.

Resumo A pandemia do Coronavírus dificultou ou até mesmo impossibilitou a aula presencial, levando docentes e discentes a buscar novas possibilidades de ensino em um formato on-line. A heterogeneidade apresentada por alunas e alunos nos cursos ofertados pela Casa de Cultura Alemã da Universidade Federal do Ceará (CCA), assim como o ensino on-line implementado a partir de agosto de 2020 nos impeliram a explorar novos métodos de ensino. Essa heterogeneidade, já presente antes da pandemia, acentuou-se ainda mais nas aulas remotas, devido não somente ao novo ambiente de ensino, mas também à exigência de um maior grau de auto-organização e motivação, assim como às condições tecnológicas individuais. A fim de fazer frente a esta heterogeneidade, apresentou-se a questão de como implementar, com o apoio de ferramentas on-line, medidas pedagógicas diferenciadas nas aulas remotas. No que se refere especialmente à competência de produção de escrita das alunas e dos alunos nos deparamos com grandes diferenças. Diante desse contexto, o presente artigo sugere medidas de diferenciação pedagógica interna para o treinamento da habilidade de produção escrita no formato on-line.

Abstract The Coronavirus pandemic has made face-to-face teaching difficult or impossible, and has led teachers and learners to explore new possibilities of teaching and learning in an online format. The heterogeneity of learners in the courses of the Casa de Cultura Alemã of the Universidade Federal do Ceará (CCA) and the online classes implemented from August 2020 also led us to identify new teaching procedures. We observed that heterogeneity in the German courses of the CCA, which was already high before the pandemic, became even greater during the pandemic as a result of the new teaching setting, on the one hand due to an increased level of self-organization and -motivation required, and on the other hand due to the technological conditions of the individual participants. In order to account for this heterogeneity, we asked ourselves how we could implement differentiated methods in virtual classes supported by online tools. We observed particularly high variation within the writing competence of participants. This paper therefore presents differentiated approaches for the practice of writing skills in the online format.

Zusammenfassung Die Corona-Pandemie hat den Präsenzunterricht vielerorts unmöglich gemacht und Lehrende und Lernende dazu bewegt, neue Möglichkeiten für einen Unterricht im Online-Format zu erkunden. Die Heterogenität der Lernenden an den Kursen der Casa de Cultura Alemã der Universidade Federal do Ceará (CCA) und der ab August 2020 durchgeführte Onlineunterricht haben uns zudem dazu bewegt, neue Unterrichtsverfahren zu ermitteln. Wir konnten feststellen, dass die schon vor der Pandemie große Heterogenität in den Deutschkursen der CCA in der Pandemie durch das neue Unterrichtssetting noch größer wurde, einerseits durch ein erhöhtes Maß an Selbstorganisation und aufzubringende -motivation, und andererseits durch die technischen Gegebenheiten der einzelnen Teilnehmer*innen. Um dieser Heterogenität gerecht zu werden, stellten wir uns die Frage, wie sich binnendifferenzierende Maßnahmen im Onlineunterricht, gestützt durch Online-Tools, umsetzen lassen. Besonders große Unterschiede finden sich im Hinblick auf die Schreibkompetenz der Teilnehmer*innen. Im vorliegenden Beitrag werden daher binnendifferenzierende Maßnahmen für das Training der Fertigkeit Schreiben im Online-Format vorgestellt.

Resumen Este estudio se llevó a cabo en una universidad pública del sureste mexicano. Su principal propósito fue determinar si las modificaciones al diseño instruccional de un curso de inglés en línea beneficia la competencia comunicativa oral de los estudiantes. El diseño del estudio fue cuantitativo y cuasi-experimental con dos grupos; uno de ellos recibió instrucción contextualizada de los diferentes temas lingüísticos del programa. La competencia comunicativa de este grupo fue evaluada en línea, lo cual representó un cambio importante con respecto a la evaluación presencial que tradicionalmente se suministra a estos grupos virtuales. Los resultados mostraron que la evaluación en línea es viable, y que la competencia comunicativa de los estudiantes mejoró en relación directa con la intervención.

Abstract This manuscript reports on a study carried out at a public university in southeast Mexico aimed to determine whether changes in the instructional design of an online English course benefit students’ oral communicative competence. The research followed a quantitative quasi-experimental design that involved two groups of students. One of them took a modified version of an online English II course that provided contextualized instruction of the syllabus language topics. This group’s communicative competence was assessed online, which represented a major shift from the face-to-face assessments typically delivered to online groups. The results showed that online assessment is possible, and also that students’ communicative competence improved and was directly related to the intervention.

ABSTRACT The year 2021 has been threatened by the pandemic and the advancement of education has been halted with the closure of educational institutions, loss of learning in students and increased dropout rates. Universities and educational institutions have taken refuge in hybrid learning environments for subject development. Hybrid learning environments combine face-to-face instruction with ICT-mediated instruction. The hybrid virtual learning environment constitutes a support tool for the teacher, with the ease of processing any amount of information that he/she would have to carry on several sheets of paper in order to conduct his/her class, save all his/her information with ease and be able to open it anywhere. The use of the hybrid environment allows the use of non-face-to-face teaching, without replacing the support to the development of face-to-face activities. Therefore, this paper aims to support the teacher in the development of subjects through a constructivist approach using the hybrid learning environment, by modeling the Rational Unified Process (RUP) and Extreme Programming (XP) methodologies.

RESUMEN El año 2021 se ha visto amenazado por la pandemia y se ha detenido el avance de la educación con el cierre de las instituciones educativas, la pérdida del aprendizaje en los estudiantes y el aumento de la deserción escolar. Para ello las universidades e instituciones educativas se han refugiado en los ambientes híbridos de aprendizaje para el desarrollo de asignaturas. Los ambientes híbridos de aprendizaje combinan instrucción cara a cara con instrucción mediada por las tecnologías de información y la comunicación. El ambiente híbrido de aprendizaje virtual constituye una herramienta de apoyo al docente, con la facilidad de procesar cualquier magnitud de información que tendría que llevar en varias hojas para poder realizar su clase, guardar toda su información con facilidad y podrá abrirlo en cualquier lugar. El uso del ámbito híbrido permite el uso de la enseñanza no presencial, sin reemplazar el apoyo al desarrollo de las actividades presenciales. Por ello, el presente trabajo pretende apoyar al docente en el desarrollo de asignaturas mediante un enfoque constructivista a través del ambiente híbrido de aprendizaje, por medio de la modelación de las metodologías Rational Unified Process (RUP) y Extreme Programming (XP).

The paper observes that nearly all universities in Zimbabwe offer crash academic programmes that are commonly referred to as block release because students attend their face-to-face classes for a short space of time. The Covid-19 pandemic has intensified the use of block release. During block release sessions, students are taught all the course content for the whole semester which usually includes four courses. After the intensive face-to-face lessons, students are expected to write their assignments and then come back to write their final examinations at the end of the semester. The paper contends that the block release mode of instruction is typical distance education and therefore requires continuous student-instructor interaction through use of well-planned practice questions based on the course syllabus. To be effective, the paper suggests that the practice questions should be based on Benjamin Bloom's taxonomy of questions. The questions focus on key verbs which include remember (or recall), understand, apply, analyse, evaluate and create. This approach enables students to master various types of knowledge which are factual, conceptual, procedural and metacognitive. The paper uses illustrative questions from public policy analysis which is a relatively new discipline in the context of Zimbabwe. The illustrative questions can also be applied across disciplines such as Family and Religious Studies, History and Geography.

RESUMO As universidades cubanas e a Universidade de Sancti Spíritus "José Martí Pérez", em particular, passam por um processo de atualização e aperfeiçoamento do Processo de Ensino-Aprendizagem. Os professores, daquela própria universidade do Espírito, têm observado lacunas nos alunos que não utilizam as tecnologias para adquirir informações atualizadas na disciplina de Direito Agrário. Compete-se investigar neste cenário a organização e articulação entre métodos e meios de ensino como componentes deste processo de ensino-aprendizagem na disciplina de Direito Agrário; Para tanto, o objetivo foi propor as Tecnologias da Informação e da Comunicação como estratégia didática que permite aprimorar o Processo de Ensino-Aprendizagem na disciplina de Direito Agrário na Licenciatura em Direito. Nesta pesquisa foram utilizados os seguintes métodos: o qualitativo, na forma de observações participativas, e o quantitativo, baseado em processamento documental e survey. O método utilizado é o critério do censo. Foram obtidos os seguintes resultados, uma estratégia didática que, com a utilização das Tecnologias de Informação e Comunicação, permitiu melhorar o Processo de Ensino-Aprendizagem na disciplina de Direito Agrário na Universidade de Sancti Spíritus "José Martí Pérez". O artigo chegou às seguintes conclusões: o uso organizado das Tecnologias da Informação e da Comunicação concebe uma formação menos dependente dos métodos tradicionais de ensino como as aulas presenciais e onde a aprendizagem é mais criativa, colaborativa e prevalece a gestão. estudante.

ABSTRACT Cuban universities and the University of Sancti Spíritus "José Martí Pérez" in particular, go through a process of updating and improving the teaching-learning process. The professors in that own university of Sancti Spíritus, have observed gaps in the students who do not use the technologies to acquire updated information in the Agrarian Law subject. It is content to be investigated in this scenario, the organization and articulation between the teaching methods and means as components of that process for teaching - learning in the Agrarian Law subject, to achieve that purpose it was set as an objective to propose the Information Technology and Communications as a didactic strategy that allows improving the teaching-learning process in the Agrarian Law subject in the Law Degree. In this research, the following qualitative methods were used in the form of participatory and quantitative observations from documentary processing and survey. The method used the census criterion. The following results were obtained, a didactic strategy that, with the use of Information Technology and Communications, which allowed to improve the teaching-learning process in the Agrarian Law subject at the University of Sancti Spíritus "José Martí Pérez". In the article, the following conclusions were reached: The organized use of Information Technology and Communications, conceives an instruction less dependent on traditional teaching methods such as face-to-face class and where learning is more creative, collaborative and knowledge management prevails by part of the student.

RESUMEN Las universidades cubanas y la Universidad de Sancti Spíritus "José Martí Pérez", en particular, pasan por un proceso de actualización y perfeccionamiento del Proceso de Enseñanza-Aprendizaje. Los profesores, en esa propia universidad espirituana, han observado brechas en los estudiantes que no emplean las tecnologías para adquirir información actualizada en la asignatura Derecho Agrario. Es contenido a investigar en este escenario la organización y articulación entre los métodos y medios de enseñanza como componentes de ese proceso para la enseñanza-aprendizaje en la asignatura Derecho Agrario; para lograr ese propósito se trazó como objetivo proponer las Tecnologías de la Información y las Comunicaciones como estrategia didáctica que permita mejorar del Proceso de Enseñanza-Aprendizaje en la asignatura Derecho Agrario en la Licenciatura en Derecho. En esta investigación fueron utilizados los siguientes métodos: el cualitativo, en forma de observaciones participativas y el cuantitativo, a partir de procesamiento documental y encuesta. El método utilizado es el criterio censal. Fueron obtenidos los siguientes resultados, una estrategia didáctica que, con el empleo de las Tecnologías de la Información y las Comunicaciones, permitió mejorar el Proceso de Enseñanza-Aprendizaje en la asignatura Derecho Agrario en la Universidad de Sancti Spíritus "José Martí Pérez". En el artículo se arribó a las siguientes conclusiones: el empleo organizado de las Tecnologías de la Información y las Comunicaciones concibe una instrucción menos dependiente de los métodos tradicionales de enseñanza como la clase presencial y donde el aprendizaje sea más creativo, colaborativo y prime la gestión del conocimiento por parte del estudiante.

Abstract The purpose of this essay is to develop an argumentative dialogue on theoretical criteria that can be considered for the design and implementation of digital teaching resources. The importance of reflecting on this subject lies in the need to improve online instruction which, due to the pandemic caused by the SARS- CoV2 virus, has imposed upon us the need to transfer face-to-face instruction to e-learning modalities such as online or combined education. E-learning involves new challenges for the design not only of the instruction per se but also of the teaching resources that accompany it. Thus, all educational actors are striving to adapt to e-learning. Some seek to transfer their teaching to an online modality without really changing it or reflecting on how some teaching activities cannot be replicated in a digital format. Others reflecting on precisely the opposite: on how their teaching changes once it is mediated by digital resources, mainly the Internet. It is believed that the expansion of didactic alternatives arising from the change from face-to-face educational modality to the e-learning modality requires exploring some theoretical topics that could be considered as a reference framework to support the development and implementation of digital resources, especially for basic education.

Resumen El presente ensayo tiene el propósito de desarrollar un diálogo argumentativo en torno a criterios teóricos que se pueden considerar para el diseño e implementación de recursos didácticos digitales. La importancia de reflexionar sobre el tema radica en la necesidad de mejorar la instrucción en línea, que por causa de la pandemia provocada por el virus del SARS-CoV2, ha impuesto la necesidad de trasladar la instrucción presencial a otras modalidades que se incluyen en el e-learning, tales como la educación línea o la educación mixta. La modalidad e-learning impone nuevos retos para el diseño no solo de la instrucción per se, sino de los recursos didácticos que acompañan dicha instrucción. Así, todos los actores educativos están en la búsqueda de adaptarse al e-learning: unos buscan traspasar su actuación educativa a la modalidad en línea sin realmente cambiar o reflexionar en cómo sus actividades didácticas no pueden replicarse en un formato digital; otros centran su actuación en reflexionar precisamente lo contrario; en el qué y en el cómo cambian sus actuaciones didácticas una vez que estas son mediadas por recursos digitales, principalmente Internet. Se considera que con la expansión de alternativas didácticas surgidas por el cambio de la modalidad educativa presencial a la modalidad e-learning, es necesario explorar algunos temas teóricos que podrían ser considerados como marco de referencia previo para apoyar la elaboración e implementación de recursos digitales principalmente en la educación básica.

BACKGROUND: South Africa has incorporated Computer-Assisted Language Learning (CALL) into many university classrooms in order to help address ubiquitous concerns related to the limited English language proficiency of first-year university students. In the context of this study, the research site used the CALL application called the English Word Power (EWP programme). Research to establish students' perceptions of the CALL application is somewhat limited, although students' perceptions of a learning environment can be more useful in explaining their behaviour. Therefore, teachers' understanding of the students' perceptions towards a new learning programme is likely to assist them in tailoring the content according to the needs of the learners. OBJECTIVES: The objective of this study was to explore the students' perceptions of the use of the EWP, a computer-based programme used for improving English language proficiency. The researchers endeavoured to gain an understanding of the students' perceptions of the strengths and frustrations of the EWP programme. Specifically, the focus was on what the students perceived as their preferred mode of learning and what their views were regarding the contribution of the EWP programme in improving their language skills. METHOD: The study was qualitative in nature and a case study design was adopted. A purposive sample of 60 students from an Information and Communication Technology's (ICT) Foundation programme was used to collect data. Focus group interviews were conducted with 60 purposefully selected students and content analysis was used to process data. RESULTS: The study yielded mixed results, as some students were happy with some of the components of the EWP programme whilst others were frustrated with some components. Specifically, some students reported experiencing frustration with the irrelevant nature of the EWP content. On the contrary, the study revealed that students were satisfied with the EWP programme's accessibility, which facilitated their learning opportunities. Some students reported that their language proficiency concerning spelling and vocabulary had improved. The findings further revealed that the students preferred face-to-face learning to the EWP programme learning environment. CONCLUSION: The implication of the findings is that students need a language learning programme that is relevant to their field of study. They also require a programme that allows for student-student and lecturer-student interaction.

A pandemia de COVID-19, que irrompeu globalmente no ínicio de 2020, surpreendeu o mundo e seguramente uma das área mais afetadas foi a da Educação. Universidades, escolas e até mesmo creches, entre outros, interromperam suas atividades presenciais abruptamente, marcando uma geração que testemunhou um evento que há cem anos não acontecia, desde a gripe espanhola. Educadores de todos os países foram impelidos a adotar o ensino remoto como forma de dar prosseguimento às suas atividades essenciais, num desafio sem precedentes para a grande maioria. A Universidade Federal do Rio de Janeiro, e mais especificamente, o Instituto de Física respondeu ao desafio de forma ambiciosa: não apenas migrou para o ensino remoto como aproveitou a oportunidade para colocar em prática novas metodologias de ensino ativas em uma das disciplinas com o maior contigente de alunos: Física 1. O objetivo deste artigo é detalhar como a disciplina foi re-estruturada para a forma remota e como se desenvolveu ao longo do primeiro período por meio de avaliações estatísticas de diversos aspectos incluindo pareceres dos próprios estudantes envolvidos.

The COVID-19 pandemic, which broke out globally in early 2020, surprised the world and surely one of the most affected areas was Education. Universities, schools and even daycare centers, among others, abruptly interrupted their face-to-face activities, marking a generation that witnessed an event that hadn’t happened in a hundred years, since the Spanish flu. Educators from all countries were impelled to adopt remote education as a way to continue their essential activities, in an unprecedented challenge for the vast majority. The Universidade Federal do Rio de Janeiro, and more specifically, the Instituto de Física boldly responded to the challenge: not only did it migrate to remote education, but also took the opportunity to put into practice new active teaching methodologies active in one of the courses with the greatest contingent of students: Physics 1. The purpose of this article is to detail how the discipline was restructured to the remote form and how it developed over the first period through statistical assessments of various aspects including opinions of the students involved.

Resumen El presente estudio analizó la realidad del proceso enseñanza y aprendizaje del idioma Inglés de los estudiantes de la carrera de Comunicación Social nivel 1, de la Universidad Estatal Península de Santa Elena. El objetivo es demostrar si 32 horas clases presenciales de enseñanza del idioma inglés permiten alcanzar el nivel A1 del idioma de acuerdo al Marco Común Europeo de Referencia para las lenguas, tomando como herramienta principal la metodología de enseñanza de blended learning. El estudio se realizó bajo el planteamiento metodológico mixto, que permite demostrar la hipótesis planteada; el procedimiento se aplicó bajo un diseño longitudinal, acompañado de una metodología descriptiva y cuasi-experimental. Para la recolección de datos se utilizó la encuesta y la documentación. Los resultados obtenidos demuestran la necesidad de incrementar la carga horaria para que los estudiantes logren alcanzar el nivel A1, ya que sus habilidades y destrezas no se comparan con lo exigido por el Marco Común Europeo.

Resumo O presente estudo analisou a realidade do processo de ensino e aprendizagem da língua inglesa dos alunos do curso de Comunicacáo Social nivel 1, da Universidade Estadual da Península de Santa Elena. O objetivo é demonstrar se 32 horas de ensino presencial da língua inglesa permitem atingir o nivel A1 da língua de acordó com o Quadro Europeu Comum de Referência para as línguas, utilizando a metodología de ensino blended learning como principal ferramenta. O estudo foi realizado sob a abordagem metodológica mista, o que permite demonstrar a hipótese levantada; o procedimento foi aplicado sob um delineamento longitudinal, acompanhado de urna metodología descritiva e quase experimental. Para a coleta de dados, foram utilizados o levantamento e a documentação. Os resultados obtidos demonstram a necessidade de aumentar a carga horaria para que os alunos atinjam o nivel A1, urna vez que as suas capacidades e aptidoes não se comparam com o que é exigido pelo Quadro Europeu Comum.

Abstract The present study analyzed the reality of the English language teaching and learning process of the students from the Social Communication career, first semester, classes at Universidad Estatal Península de Santa Elena. The objective was to demónstrate whether 32 hours of face-to face English language teaching allow students to reach level A1 of the language according to the Common European Framework of Reference for Languages, using Blended Learning as the main teaching method. The study was carried out under the mixed methodological approach, which permitted to demónstrate the hypothesis; the procedure was applied under a longitudinal design, accompanied by a descriptive and quasi-experimental methodology. For data collection, a survey and documentation were used. The obtained results demónstrate the need to increase the number of hours of instruction so that students achieve level A1, since their abilities and skills are not the ones required by the Common European Framework.

Resumo O elevado número de casos de Transtorno do Espectro do Autismo (TEA) determina uma grande necessidade de atendimento adequado a essa população. Isso é particularmente crítico, considerando a intensidade necessária recomendada na literatura especializada. A intervenção parental pode ser uma alternativa para proporcionar acesso a uma intervenção de qualidade e economicamente acessível, e recursos como a videomodelação podem auxiliar a eficiência deste tipo de treinamento. Este trabalho teve como objetivo avaliar, através de rigoroso controle experimental, a eficiência da videomodelação instrucional no treinamento parental para implementar ensino por tentativas discretas. Participaram deste estudo três díades mãe-criança: Beatriz (27 anos) e Luan (3 anos); Eliana (30 anos) e Igor (2 anos); Vanessa (40 anos) e Daniel (4 anos). Os resultados mostraram aumento na precisão de desempenho de todas as mães na aplicação de tentativas discretas, com duração média de carga horária de treinamento em torno de 4 horas. É possível que esse tipo de ferramenta tenha efeito sobre a motivação e promova amplamente o acesso a contingências de treinamento, diferentemente das limitações de treinamentos presenciais. Porém é importante enfatizar que essa ferramenta só atinge sua plena função se estiver inserida dentro de um programa mais amplo de treinamento.

Abstract The high number of Autism Spectrum Disorder’s (ASD) cases determines a great need for specialized service for this population. This is particularly critical, considering the intensity required according to the specialized literature. Parental training may be an affordable alternative to provide this intervention with a high integrity and less costs, and tools such as videomodeling may facilitate the efficiency of such training procedures. This work aimed to evaluate, with strict experimental control, the efficiency of instructional videomodeling while training parents of children with ASD to implement Discrete Trial Instruction. Three mother-child dyads participated: Beatriz (27 years) and Luan (3 years); Eliana (30 years old) and Igor (2 years old); Vanessa (40 years old) and Daniel (4 years old). The results showed an increase in the performance accuracy of all mothers in the application of discrete trials, with an average duration of 4 hours. It is possible that this type of instructional tool has an effect on motivation and broadly promotes access to training contingencies, unlike the limitations of face-to-face training. However, it is important to emphasize that this tool only reaches its full function if it is inserted within a broader training program.

Resumen El alto número de casos de Trastorno del Espectro Autista (TEA) determina una gran necesidad de servicios especializados para esta población. Esto es particularmente crítico, considerando la intensidad requerida según la literatura especializada. Entrenamiento de genitores puede ser una alternativa económica para proporcionar este tipo de intervención con alta integridad y a un menor costo, y procedimientos tales como videomodelado instruccional pueden facilitar sua eficiencia. El presente trabajo tiene como objetivo evaluar, a través de un riguroso control experimental, la eficiencia del videomodelado instruccional en genitores de niños diagnosticados con TEA para la implementacion de aprendizaje por ensayos discretos. Participaron tres díadas entre madres y niños: Beatriz (27 años) y Luan (3 años); Eliana (30 años) y Igor (2 años); Vanessa (40 años) y Daniel (4 años). Los resultados mostraron un aumento en la precisión del rendimiento de todas las madres en la aplicación de ensayos discretos, teniendo en cuenta que el entrenamiento dado duro un total de 4 horas en promedio. Es posible que este tipo de herramienta de instrucción tenga un efecto sobre la motivación de genitores y promueva su acceso a este modelo, en contraste con las limitaciones de un entrenamiento presencial. Sin embargo, es importante enfatizar que esta herramienta solo alcanza su función completa si se inserta dentro de un programa de capacitación más amplio.