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La pandèmia de la COVID-19 ha ocasionat el tancament d’universitats i la transició sobtada a l’aprenentatge a distància. Aquest context genera la necessitat d’entendre com ha estat l’experiència de l’estudiantat durant les classes en línia en la situació d’emergència sanitària. Aquest estudi té com a objectiu avaluar l’experiència de l’educació a distància durant la pandèmia de la COVID-19 mitjançant una enquesta anònima a 122 estudiants de segon, tercer i quart curs del Grau en Disseny Industrial i Desenvolupament del Producte de l’Escola Superior d’Enginyeries Industrial, Aeroespacial i Audiovisual de Terrassa (ESEIAAT). Els resultats mostren que el 58,2% de l’estudiantat ha disposat d’un espai d’estudi adequat malgrat que molts han experimentat problemes informàtics o de connexió a internet. Per altra banda, la percepció general és que les classes s’han adaptat correctament a la docència en línia, tot i que el 69,7% pensen que ha augmentat el temps dedicat a les assignatures. La resposta que ha tingut la universitat i el professorat envers la crisi sanitària es valora positivament per part dels i les estudiants. Finalment, l’estudi identifica bones pràctiques que seran de valor per la docència a distància, més enllà de la pandèmia

It is my great pleasure to present to you this special issue containing selected extended papers originally presented at the International Conference on Creative and Innovative Technology Education 2018 (iCITE2018), which took place in Johor Bahru, Malaysia from July 24 to July 25, 2018. iCITE2018 received 176 abstracts. 141 Authors of accepted abstracts were invited to submit full papers. Full papers were refereed by a double-blind reviewing process. Each paper was reviewed by 2 program committee members’ experts in the relevant field ensuring the publication of top-quality contributions. The peer review process was based on the following criteria: relevance to conference themes, quality of the content, significance for theory or practice, quality of presentation or standard of writing and originality. The final programme consists of 67 contributions were presented at the conference. Of those, 10 have been accepted to be included in this issue. I would like to thank all publication committee and reviewers for their hard work and for meeting the deadlines. In most cases there has been enough time for a round or two of revisions, I am confident, therefore, that the published papers have achieved high standard in terms of both technical content and the quality of presentation., Peer Reviewed

This study aimed at investigating the impact of virtual trips on developing Arabic language oral skills among third grade students in Jordan. The researchers used a quasi-experimental design to answer the research questions. The study sample consisted of 48 students who were chosen purposely. The participants were divided randomly into two groups: 1) experimental group that consisted of 24 students who were taught by using a Virtual Trip Model (VTM), and 2) control group which consisted of 24 students who were taught by using a traditional method of teaching. To achieve the study objectives, the researchers developed a content-based VTM and achievement test to measure Arabic language oral skills. Reliability and validity of the study instruments were checked. To answer the study questions, means and standard deviations were calculated, and ANCOVA test was used. Study results revealed that there were statistically significant differences (α=0.05) between means of students’ achievement test scores attributed to teaching method variable, and in favor of the experimental group. Furthermore, there were no statistically significant differences (α=0.05) between means of students’ achievements test scores attributed to gender variable, and the interaction between teaching method and gender variables. Additional implications and future recommendations were argued, Peer Reviewed

Realizar demostraciones de procesos con herramientas TIC en el aula de práctica es un proceso habitual en muchas enseñanzas técnicas: el profesor realiza primero un proceso demostrativo con su ordenador, los estudiantes lo siguen a través del proyector y, posteriormente, lo repiten en sus respectivos ordenadores o lo aplican en el contenido de la práctica a desarrollar. A pesar de la sencillez de lo expuesto, el desarrollo normal se ve interferido por múltiples procesos paralelos que se dan en el ordenador del estudiante, y, de manera lícita o ilícita, el estudiante pierde el hilo de la demostración, y el profesor el tiempo. En un intento de aprovechar el WEB 2.0, se explica la experiencia del uso de videos producidos por el mismo profesor de manera que, puestos a disposición de los estudiantes y utilizados en el aula, substituyen la demostración global, y consiguen que el estudiante sea capaz de seguirlos de manera autónoma, minimizando a su vez el efecto de las interferencias, Postprint (author’s final draft)

In this article we present the planning and methodology followed in order to apply virtual tutoring sessions in different subjects and universities. The Second Life environment, together with the Voki speaking avatars will be employed. It is a multidisciplinary study that includes personal and collective tutoring sessions, answering key questions through animated avatars, virtual labs, and posters exhibition for peer-evaluation. From a survey run among the students it is concluded that most of them are willing to learn and try this kind of tutoring sessions, but at the same time some feel skeptical about its utility, Postprint (published version)

The new defined degrees in our university follow the recommendations of the European Higher Education Area (Bologna Declaration). Among these recommendations, our teaching work should be focused on student work and learning student process. That is why our proposal is devoted to achieve a more active classes supported by the continuous work of the students. We propose our students to solve certain exercises and once they have thought them, we show the resolution in video format (along with a PDF file). The whole activity is performed in our complementary virtual course that uses Moodle platform. We believe that the resolution in this format is well received by this generation of students who are immersed since childhood in new IT technologies. The use of this material can be understood in several ways, we have chosen the one in which the resolution is made in a LATEX format and the use of CAMTASIA allows animating the resolution by means of a voice-over. We also propose the holding of examinations via Internet that take place outside faculty timetable, at home. These are quizzes that evaluate the progress of knowledge on a continuous learning (about a review every 3 weeks). These tests are performed through Moddle, helping us in various aspects of teaching. The most straightforward purpose is as an evaluation tool, but they can also be used as a learning tool. In the last case the questions need to be completed with more information to guide the student to reach the correct answer. At any case, we consider these tools a good way to motivate the student and to improve the quality of the learning of our students., Preprint