We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course.

During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before and after the pandemic, as well as their perception of its impact. A documentary analysis was performed of the continuous training programs for professors. Posteriorly, an enquiry was made about the perception of impact of this training, through a descriptive and inferential analysis with the use of a questionnaire designed ad hoc. Results indicated an increase in training associated with institutional digital tools, online evaluation, and design of online courses. The efforts by the professors to implement the knowledge acquired is underlined, with a higher perception of impact observed in the areas of Social and Legal Sciences and Arts and Humanities. In addition, the main difficulties perceived were the lack of time for adapting their practice of teaching with the knowledge acquired, as well as the complexity of performing an online evaluation. It is concluded that there is a need for continuous training programs that help establish support networks and collaboration between professors for the improvement of teaching, and in which one of the priorities is online evaluation.

A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.

A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.

El presente artículo analiza el efecto e impacto que las prácticas curriculares (Practicum) de los Grados de Educación Infantil y Primaria generan en las personas y en las instituciones implicadas (escuelas y Facultades de educación) en opinión de responsables institucionales, tutores y estudiantes. Desde una perspectiva cualitativa y descriptiva, se ha llevado a cabo un estudio de casos múltiple en 16 centros educativos que acogen estudiantes en prácticas de tercero y cuarto curso de la Universitat Autònoma de Barcelona y de la Universitat de Lleida en los ya mencionados casos. La recogida de datos ha contemplado la realización de entrevistas semiestructuradas (N = 102) a coordinadores, estudiantes y tutores de centro y facultad de ambos grados, el análisis de 28 memorias de prácticas y la celebración de 2 grupos de discusión para contrastar y analizar los hallazgos. El enfoque mixto de codificación y categorización ha sido empleado para el análisis de datos. Los resultados informan que el Practicum contribuye al desarrollo de competencias de los estudiantes e impacta positivamente en el desarrollo profesional de los tutores de escuela y de facultad que tutorizan estudiantes en prácticas. Por el contrario, el impacto que podría generar el Practicum a nivel de las instituciones implicadas es menor del que cabría esperar. El Practicum genera dinámicas de trabajo que impactan principalmente en un aula, pero no en el centro; en las facultades, genera un impacto indirecto a través de los tutores de facultad, siempre y cuando éstos actualicen los contenidos que imparten; y se generan pocas sinergias entre escuelas y facultades en el contexto de las relaciones establecidas entre profesionales de ambas instituciones.

INTRODUCCIÓN. En el ámbito universitario existe cierta tendencia a considerar que los estudiantes están mejor preparados para el uso de las TIC que el profesorado, justificando esta idea en la diferencia de edad y en el hecho de haber nacido en una época digital. Hace tiempo que el profesorado universitario tiene la oportunidad de formarse en herramientas y programas tecnológicos, aceptando que la alfabetización digital constituye un elemento clave en los procesos de enseñanza y aprendizaje. El estudio que se presenta se desarrolló en la Universidad de Lleida, en los cursos 2007-2008, 2008-2009 y 2009-2010. MÉTODO. El objetivo principal del mismo era recoger información y analizar el dominio para utilizar diferentes tipologías de herramientas y programas informáticos por parte de profesorado y estudiantado. Los datos se recogieron, a través de un cuestionario, de profesorado y estudiantado de asignaturas presenciales, semipresenciales y no presenciales. RESULTADOS. Los resultados se analizaron de manera descriptiva pero también se realizó un estudio clúster con la finalidad de obtener perfiles referentes al dominio de las herramientas TIC. DISCUSIÓN. El estudio demostró que tanto profesorado como estudiantado tenían un buen nivel de conocimientos de las TIC, confirmando resultados recientes de trabajos que indican que no ser nativo digital no es un impedimento para conocer y dominar las herramientas tecnológicas.