El derecho a la educación y la seguridad en tiempos de Covid-19: Factores claves para la adopción de modelos de blended learning en centros de educación no universitaria en España

Amaya Gil Alvaroba; Cristina Monge Lasierra; Amparo Gracia Bernal; Federico Buyolo García

doi:10.24965/gapp.i26.10831

Authors

Amaya Gil Alvaroba Universidad de Zaragoza
Cristina Monge Lasierra University of Zaragoza
Amparo Gracia Bernal Universidad de Zaragoza
Federico Buyolo García Ministerio de educación y formación profesional

DOI:

https://doi.org/10.24965/gapp.i26.10831

Keywords:

Educational inequality, improvement strategies, Covid 19, blended learning, face to face-virtual, techpedagogical mediation

Abstract

This paper aims to identify the critical success factors in the design and implementation of blended learning programs in Spanish schools reconciling the right to education and health security in times of pandemic. It begins by tracing a semblance of some of the most significant aspects that describe the educational reality in Spanish centers to describe the different factors that arise to resume educational activity in the short term. Once the context is described, the main characteristics of blended learning are synthesized, emphasizing the different possible models, reviewing specialized literature that shows empirical evidence on experiences and implementations in other countries. Finally, with this information, factors that can help make decisions in the implementation of these programs are identified, distinguished the ones of transversal nature, and others specific to choose from.

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Author Biographies

Amaya Gil Alvaroba, Universidad de Zaragoza

PhD in Sociology from the University of Zaragoza. Group member of Research Society, Uncertainty and Creativity (SIC). It has postgraduate specialization in the fields of teaching and management in Higher education. Since 1988 he has exercised his teaching activity and researcher at different centers and has held management and university management in recent years.

Cristina Monge Lasierra, University of Zaragoza

Political scientist and doctor from the University of Zaragoza, where she prepared her doctoral thesis on the idea and practice of participation in the 15-M movement.

Master in European Union from UNED, Postgraduate in citizen participation from the University of Zaragoza, Master in political communication from the Autonomous University of Barcelona, and expert in NGO management from ESADE.

Professor of Sociology at the University of Zaragoza and tutor in Sociology and Political Science at UNED, she is an associate researcher at the Globernance Institute of Global Governance and collaborates in training centers such as INAP and in postgraduate studies at different universities. Member of Research Group about Society, Uncertainty and Creativity (SIC)

She is executive advisor to ECODES, member of the advisory board of the Renewable Foundation and of the Spanish chapter of the Club of Rome.

Political analyst in different media (El País, Infolibre, Cadena SER and TVE mainly) and member of the editorial board of Ethic. In Public Agenda coordinates the Energy Transition section.

He is a member of the Open Government Council of the Government of Spain under the Ministry of Territorial Policy, of the Advisory Council for the Evaluation of the National Plan for Adaptation to Climate Change of the Ministry for Ecological Transition, and of the National Council for Development Cooperation, under the Ministry. foreign affairs.

She is the author of the monograph 15M: A political movement to democratize society (PUZ, 2017), which includes a large part of her doctoral thesis, co-author of The Social Initiative for Mediation in water conflicts in Aragon, (PUZ, 2019) and Co-editor of the collection More Political Culture, More Democracy (Gedisa), in which she has also published Hack the Politics (2019).

His lines of interest are the environmental crisis, the 2030 Agenda as a global framework to achieve sustainability, and democratic quality, mainly in relation to open government and deliberative democracy.

Amparo Gracia Bernal, Universidad de Zaragoza

Doctor in sociology from the Pontifical University of Salamanca in Madrid in 2003, she initially develops research on demography, tourism and rural development. Subsequently, it has been redirected towards education and new technologies and made the study of vulnerability and the labor market in its aspects. I have made professional practice compatible with university teaching at the University of Zaragoza since 1999

Federico Buyolo García, Ministerio de educación y formación profesional

Graduate in Pedagogy. University Master's Degree in Educational Research and Innovation. University expert in educational statistics and indicators. Currently PhD student in Theory of Education from UNED. Councilor of the Elche City Council between the years 2003 and 2011. National Deputy in the X Legislature. Director General of Cooperation and Solidarity of the Generalitat Valenciana from 2015 to 2018. Director General of the Office of the High Commissioner for the 2030 Agenda from 2018 to 2020. Currently Deputy Director of the cabinet of the Minister of Education and Vocational Training of Spain.

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