Examinando por Autor "Iriondo Sanz, Ignasi"

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    Digital transformation and teaching innovation in higher education: a case study
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-08) Paños Castro, Jessica; Korres, Oihane; Iriondo Sanz, Ignasi; Petchamé Sabartés, Josep
    The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others.
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    Digital transformation in higher education: a qualitative evaluative study of a hybrid virtual format using a smart classroom system
    (Elsevier Ltd, 2023-06) Petchamé Sabartés, Josep ; Iriondo Sanz, Ignasi ; Korres, Oihane ; Paños Castro, Jessica
    This study presents the salient perceptions of students and instructors in a master's program taught in a hybrid virtual format using the pocket Bipolar Laddering tool, a written open-ended electronic data collection system. Perceptions about the hybrid virtual format were tested on the participants of a master's program taught in the 2021–2022 academic year through a hybrid virtual format based on a Smart Classroom system developed as part of the digital innovations implemented to overcome the COVID-19 pandemic restrictions. This work aims to shed light on the users' salient perceptions of the format, detect the positive elements mentioned by the surveyed participants and identify the negative items in a bid to minimize, or even revert, their effects for future editions of the master. As expected, the findings suggest that one of the main advantages of this format is that it allows students who have difficulty attending classes on campus to enroll on courses. However, the participants detected diverse elements that could be improved such as interaction, the degree of socialization, or the technical problems that arose during teaching sessions. It is hoped that these findings will be of use when adjusting new editions of the program and will help to determine the design and implementation of other hybrid virtual programs in the Institution.
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    A qualitative approach to help adjust the design of management subjects in ict engineering undergraduate programs through user experience in a smart classroom context
    (MDPI AG, 2021-07-12) Petchamé Sabartés, Josep; Iriondo Sanz, Ignasi ; Villegas, Eva ; Fonseca Escudero, David; Romero Yesa, Susana; Aláez, Marian
    Qualitative research activities, including first‐day of class surveys and user experience interviews on completion of a subject were carried out to obtain students’ feedback in order to im-prove the design of the subject ‘Information Systems’ as a part of a general initiative to enhance ICT (Information and Communication Technologies) engineering programs. Due to the COVID‐19 (co-rona virus disease 2019) pandemic, La Salle URL adopted an Emergency Remote Teaching tactical solution in the second semester of the 2019–2020 academic year, just before implementing a strategic learning approach based on a new Smart Classroom (SC) system deployed in the campus facilities. The latter solution was developed to ensure that both on‐campus and off‐campus students could effectively follow the course syllabus through the use of new technological devices introduced in classrooms and laboratories, reducing the inherent difficulties of online learning. The results of our findings show: (1) No major concerns about the subject were identified by students; (2) Interaction and class dynamics were the main issues identified by students, while saving time on commuting when learning from home and access to recorded class sessions were the aspects that students con-sidered the most advantageous about the SC.
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    Ítem
    “Seeing and being seen” or just “Seeing” in a smart classroom context when videoconferencing: a user experience-based qualitative research on the use of cameras
    (MDPI, 2022-08-04) Petchamé Sabartés, Josep ; Iriondo Sanz, Ignasi; Azanza, Garazi
    This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while others keep them on. The study was carried out in an institution that had previously switched from face-to-face teaching to an Emergency Remote Teaching solution, initially adopted in 2019–2020 to cope with the COVID-19 pandemic restrictions. Findings suggest that using cameras when videoconferencing is associated with increasing and enhancing the interaction between the student and the rest of the class, although not all students agreed with this conclusion. In addition, having the video cameras switched fomented socialization and improved the overall online learning experience for students. However, the surveyed students pointed out diverse negative elements, such as why they had to turn on their personal cameras, privacy concerns, and limitations derived from the available technology infrastructure, in addition to other factors such as distractions, anxiety, and cognitive load. This work discusses how these elements can influence the well-being and the user experience of the students, both positively and negatively.