Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

Abstract

[EN] After the pandemic crisis caused by Covid-19, we can affirm that the future will increasingly rely on remote methodologies and will most likely continue with hybrid or blended teaching, combining online and face-to-face classes. Article 9 of Spanish Royal Decree 463/2020 ordered the suspension of presential educational activity at all levels in Spanish territory, as it was recommended that distance and online teaching be used whenever possible. Due to these quarantines, education authorities have been forced to modify teaching methods and methodologies in a short period, using existing technological and human resources. Students and teachers have found themselves in a new educational scenario very quickly and traumatically, without being prepared on most occasions. This paper presents a systematic literature review of the main national and international journals in the Web of Sciences, with the aim of finding out the main problems that the academic community has faced with the rapid adaptation of presential teaching to online or blended teaching. We can conclude that this expeditious change has caused problems that can be derived from (1) technical or infraestructure, (2) psychological and/or (3) formative and normative aspects. We are talking about a new learning framework that involves changes in the knowledge to be applied -pedagogical and technological-, in the didactics used -more collaborative and active- and in the context in which it is carried out -virtualisation of the environment and use of social networks-.