From distance education to emergency remote education in spanish classes at the university

Abstract

Due to the pandemic caused by the coronavirus (COVID-19), it was necessary to adopt emergency remote education (ERE) as a way to minimize the impacts of social isolation on education. Thus, educational activities, which used to be completely face-to-face, started to be carried out using digital technologies. According to this context, in this article, we try to understand what, in fact, has changed after this first year of ERE, 2020 to 2021, and how, before and during the pandemic, experiences and studies about technologies in education interfere in our educational practices in today’s Spanish language classes in higher education. More specifically, the objectives of this work are: i) to identify characteristics of Distance Education (EaD) adapted to the ERE and ii) to present the digital literacies present in different contexts of the ERE. We draw on Kuklinski and Cobo (2020) with regard to higher-level ERE; in Brazil (2016) for the characterization of the EaD modality y in Rojo (2009) and Dudeney, Hockly and Pegrum (2018) to deal with digital literacy. As a result of the analysis, we found that teachers from higher education institutions (IES), after an abrupt and unplanned first moment, managed to appropriate digital educational resources (RED) and create a multimedia narrative for their subjects, especially those that they teach in Language courses - Spanish.