d7f134735d0afb9a0d4f2ddbea00f8e3  joitecmarkcom_a2021v7n1p43.pdf
7ab085f10461ea5438b6504cf594de7bf9ec91e4  joitecmarkcom_a2021v7n1p43.pdf
70fbe59fb36453d6b152b64c8d06204c1fa2cbefd1b886d00e6731989bea5d6e  joitecmarkcom_a2021v7n1p43.pdf

Title:           Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation
Subject:         The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.
Keywords:        COVID-19; education; university; resources; evaluation; open innovation
Author:          Santiago Tejedor, Laura Cervi, Ana Pérez-Escoda, Fernanda Tusa and Alberto Parola
Creator:         LaTeX with hyperref
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 Date: 2024-10-02 03:55:39 CEST
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      Title: Introduction 
      Destination: section.1
     Item: 
      Title: Theoretical Framework 
      Destination: section.2
      Children: 
       Item: 
        Title: Education and Open Innovation 
        Destination: subsection.2.1
       Item: 
        Title: Assessment in the 21st Century 
        Destination: subsection.2.2
     Item: 
      Title: Materials and Methods 
      Destination: section.3
     Item: 
      Title: Analysis 
      Destination: section.4
      Children: 
       Item: 
        Title: Classes and Lessons during Lockdown 
        Destination: subsection.4.1
       Item: 
        Title: Assessment during Lockdown 
        Destination: subsection.4.2
     Item: 
      Title: Discussion: Higher Education Response in the Time of Coronavirus and Open Innovation 
      Destination: section.5
     Item: 
      Title: Conclusions 
      Destination: section.6
      Children: 
       Item: 
        Title: Implications 
        Destination: subsection.6.1
       Item: 
        Title: Limitation and Future Research Topic 
        Destination: subsection.6.2
     Item: 
      Title: References
      Destination: subsection.6.2
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    Title: Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation
    Author: Santiago Tejedor, Laura Cervi, Ana Pérez-Escoda, Fernanda Tusa and Alberto Parola
    Subject: The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.
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