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Purpose: The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher's point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future. Design/methodology/approach: The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students' perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared. Findings: Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work. Research limitations/implications: This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students' learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context. Practical implications: One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results--objectives and competences--acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices--focused on some aspect of the learning--as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own. Social implications: The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper's findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools. Originality/value: In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020-2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

Purpose: Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty. Design/methodology/approach: A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students' emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic. Findings: The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words "virtual", "virtual classroom", "virtual classes" and "professor". Two significant issues were identified: teachers' inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the "virtual classroom". Practical implications: Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks. Originality/value: The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has produced controversies, and its mode of concrete social existence is strongly assembled in multiple ways of world-making that mobilize particular human-non-human relations. This paper analyzes the ways in which the people of the Andean valleys of northwestern Argentina understand and live the pandemic, in the partial coexistence of ways of understanding the body, the person, and wellbeing. On the one hand, we identify the so-called traditional way of life, which implies a relational sociality; on the other hand, the Pentecostal way of life, which promotes an interpretative current under an apocalyptic key. In sum, we are interested in thinking about the coexistence and assembly between ways of living suffering and well-being in the context of the pandemic, associated with expanded and relational socialities and with ways of imagining and living the "end of the world" as a specific manifestation of the Pentecostal tradition. Thus, the article proposes to overcome the perspective of COVID-19 as a given and universal phenomenon that produces different interpretations or cultural fictions, and consider it as a component in a wide network of human and non-human agencies, forming a scenario of epistemic plurality. Resumen: La pandemia de COVID-19 ha producido controversias variadas y su modo de existencia social se encuentra fuertemente ensamblado en múltiples formas de hacer mundo que movilizan particulares relaciones entre humanos-no humanos. Este trabajo analiza los modos en que la gente de los valles andinos del noroeste argentino entiende y vive la pandemia, teniendo en cuenta las formas de entender el cuerpo, la persona y el bienestar. Considera tanto el modo de vida identificado como tradicional, que implica una socialidad relacional, y el del pentecostalismo, que fomenta una corriente interpretativa bajo una clave apocalíptica. En suma, se propone pensar la convivencia y ensamblaje entre formas de vivir el padecimiento y el bienestar en el contexto de la pandemia, asociados con socialidades ampliadas y relacionales y con modos de imaginar y vivir el "fin del mundo" como manifestación específica de la tradición pentecostal. De este modo, se entiende al COVID-19 más que como un fenómeno dado y universal que produce diferentes interpretaciones o ficciones culturales, como un componente en una red amplia de agenciamientos entre humanos y no humanos, conformando un escenario de pluralidad epistémica. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Pandemic fatigue generates low motivation or the ability to comply with protective behaviors to mitigate the spread of COVID-19. Aims: This study aimed to analyze the symptoms of pandemic fatigue through network analysis in individuals from five South American countries. Method: A total of 1,444 individuals from Argentina, Bolivia, Paraguay, Peru, and Uruguay participated and were evaluated using the Pandemic Fatigue Scale. The networks were estimated using the ggmModSelect estimation method and a polychoric correlation matrix was used. Stability assessment of the five networks was performed using the nonparametric resampling method based on the case bootstrap type. For the estimation of network centrality, a metric based on node strength was used, whereas network comparison was performed using a permutation-based approach. Results: The results showed that the relationships between pandemic fatigue symptoms were strongest in the demotivation dimension. Variability in the centrality of pandemic fatigue symptoms was observed among participating countries. Finally, symptom networks were invariant and almost identical across participating countries. Conclusions: This study is the first to provide information on how pandemic fatigue symptoms were related during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This study examines the COVID-19 pandemic's immediate and long-term impact on Argentina's labor market with a focus on gender disparities and the mediating role of the public vs. private sectors. Using household survey data, we assess men and women's employment trends before, during, and after the pandemic. Our findings reveal gender-specific recovery patterns that interact with the employment sector. The most prominent short-term effect of the pandemic was a dramatic increase in inactivity for both men and women. However, men recovered their level of labor force participation sooner than women, and one of the mechanisms behind this disparity was sector employment. While men predominantly benefitted from quicker reintegration in both the formal and informal private sectors, women leaned toward the public sector for stability during and after the pandemic. The heightened feminization of public sector employment is a further indication that the sector is critical for sustaining women's employment and promoting gender equity in the labor market. [ABSTRACT FROM AUTHOR]

Copyright of Geopolitica(s): Revista de Estudios Sobre Espacio y Poder is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)