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This paper presents a framework based on three dimensions (material, educational, and psychoemotional) to explore the characteristics, processes, and outcomes of emergency remote education introduced by inperson universities during the COVID-19 pandemic. With this aim, two ad hoc questionnaires were designed and administered in April-May to a sample of 220 teachers and 548 students in a Spanish university. The most significant findings show digital inequality between students in terms of technological equipment and the quality of connectivity. Remote education was designed as a way to transfer the inperson teaching model to a virtual environment. Both teachers and students experienced an overload of work, which may help to explain the high levels of stress experienced by both groups. The research concludes with proposals to improve the quality and effectiveness of distance learning in any future crises. [ABSTRACT FROM AUTHOR]

The Ecuadorian university system has undergone significant organizational transformations in recent years. Given this situation, the main objective of this study is to describe the most relevant legislative changes affecting university administration in Ecuador following the 2008 constitutional reform. To this end, this study reviewed papers by Ecuadorian authors and analyzed the most significant regulatory frameworks that have governed the way higher education institutions operate. The paper points out the lack of scientific and specialized bibliography in the most commonly used databases by academics, and makes reference to the need to generate and strengthen research on this topic. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of socio-emotional discursive strategies employed by students in collaborative tasks online. A multiple-case study was conducted to explore collaborative processes among three groups of students enrolled in the psychopedagogy degree in the first academic cycle of 2014 at the Open University of Catalonia (UOC). To complete the task, students made contributions to an asynchronous communication forum for thirty days. The results point to four types of socio-emotional discursive strategies that have a significant impact on group performance: i) the use of inclusive pronouns; ii) the formulation of expectations about the task; iii) positive feedback on the way the group is working; and iv) expressions of mutual support among participants. It is also concluded that the groups with the best learning outcomes tend to maintain or increase their use of socio-emotional discursive strategies over time. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to present a validated analytical framework for assessing the institutional conditions of online teaching in higher education. A descriptive study was performed using content analysis techniques, interviews and focus groups. The method included theory, fieldwork, and academic teamwork, and an intersubjective consensus was sought between various teams of participants (expert researchers, basic and specialized users of online teaching) who assessed the clarity, relevance, coherence, and adequacy of dimensions and indicators. As a result, a framework was developed including seven dimensions: institutional policy, institutional organization, institutional regulations, institutional plans and programs, online educational model, teachers' working conditions, and infrastructure and equipment. The work concludes by supporting the use of the proposed framework as a guide for selfassessment of institutional conditions that further the quality of online teaching. [ABSTRACT FROM AUTHOR]

This paper presents the results of an analysis of the application of a test of citizenship skills on a group of students from the University of Magdalena (Universidad de Magdalena) after they received teaching practices that were both constructive (case studies) and playful (games) to acquire citizenship skills. The study is quantitative with a quasi-experimental, pretest-posttest design, a control group that received explanations (lectures) and an experimental group that received playful and constructive teaching practices. The parametric tests performed on the data obtained lead to the conclusion that there are significant differences in favor of students who used playful and constructive teaching practices to develop citizenship skills. This points to the need to continue applying effective teaching practices to develop these skills in university students. [ABSTRACT FROM AUTHOR]

This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online. [ABSTRACT FROM AUTHOR]

This paper focuses on the evaluation of teaching in higher education from student and teacher perceptions. It analyzes its relationship with factors linked to students, teachers and curricular units (CU) and the consistency between student and teacher perspectives, while taking into consideration the study's two objectives: firstly, to find out how teachers and students of the Escuela Superior de Salud Jean Piaget de Vila Nova de Gaia (Portugal) assess teaching quality; and secondly, to determine how appropriate it is for students and teachers to use the SEEQ (Student's Evaluation of Educational Quality) tool. A SEEQ-based instrument was used with a population of 1,343 students and 146 teachers. The study results support the assurances offered by the model used. This is due in part to the reliability and consistency of the instrument, but mainly to the consistency between student and teacher perceptions. [ABSTRACT FROM AUTHOR]

Research on epistemological beliefs has become widespread, but in recent years has opened the doors to a debate on how these beliefs should be characterized and assessed. It is within this context that this study seeks to characterize these beliefs as component premises of epistemological perspectives. The study evaluated 55 first-year university students from four academic disciplines by means of the Egyptian pyramid-building dilemma. Two epistemological perspectives were identified. One was empirical and supported by the premise that knowledge is an objective systematization of observations of an unequivocal reality embodied by just one possible explanation, and the other was an individual relativist perspective supported by the premise that knowledge is a subjective systematization of facts that gives rise to multiple but equally valid explanations. The paper discusses the nature of these premises, the utility of a dilemma-based methodology and the implications for educational practice. [ABSTRACT FROM AUTHOR]

This paper presents the design and validation process of a questionnaire to determine the types of assessment used by members of faculty. The methodology used begins with the conceptual and operational definition of the domain and is followed through to the analysis of the pilot results to determine, on the one hand, the reliability of the questionnaire and each question and, on the other hand, the construct validity. The results of this study provide sufficient evidence to show 1) the validity of the questionnaire content, which shows an acceptable index of agreement according to experts (with Krippendorf's alpha coefficient greater than 0.7); 2) the global reliability of the questionnaire, equivalent to alpha = 0.87 and the reliability of the questions, between alpha 0.81 and alpha 0.87; 3) the construct validity of the questionnaire; 4) that the factorial structure is not significantly different from the theory used as a basis to establish the questions. The data suggests that the questionnaire is a valid tool and psychometrically sound for its purpose. [ABSTRACT FROM AUTHOR]