La educación híbrida en centros de secundaria catalanes
Authors: Castells Gómez Núria , Llanes Ordóñez Juan , Fuertes-Alpiste Marc , Gràcia Garcia Marta , Lindín Carles , Buxarrais Maria Rosa 
Published: August 2024

The COVID-19 pandemic had an impact on compulsory formal education and various responses were given to the lack of face-to-face attendance: from the most improvised (emergency remote teaching model) to more informed practices of digital education, such as the hybrid educational model. This non experimental, descriptive-inferential study aims to investigate whether the self-perceived digital teaching skills (SDTS) by teachers (n=346) and the self-perceived digital skills (SDS) by students (n=1322) and families (n=531) from 15 secondary education schools in Catalonia are related to variables of virtual/online education in the model of hybrid education: teaching and learning activities; assessment proposals; aids provided and received to promote learning. A specific online questionnaire was prepared for each group of participants. The results indicate that a high level of SDTC by teachers is related to more innovative methodological and assessment proposals (projects, formative assessment), and in the case of students, with a better predisposition to learn online, while in families we found no relationship between the SDS and the help received and provided to their children. The conclusions point to the need to promote a higher level of digital teaching skills in teachers, to guarantee more suitable hybrid educatio
The COVID-19 pandemic had an impact on compulsory formal education and various responses were given to the lack of face-to-face attendance: from the most improvised (emergency remote teaching model) to more informed practices of digital education, such as the hybrid educational model. This non-experimental, descriptive-inferential study aims to investigate whether the self-perceived digital teaching skills (SDTS) by teachers (n=346) and the self-perceived digital skills (SDS) by students (n=1322) and families (n=531) from 15 secondary education schools in Catalonia are related to variables of virtual/online education in the model of hybrid education: teaching and learning activities; assessment proposals; aid provided and received to promote learning. A specific online questionnaire was prepared for each group of participants. The results indicate that a high level of SDTC by teachers is related to more innovative methodological and assessment proposals, and, in the case of students, their SDS are related with a better predisposition to learn online, while in families we found no relationship between the SDS and the help received and provided to their children. The conclusions point to the need to promote a higher level of digital teaching skills in teachers to guarantee more suitable hybrid education practices and to foster digital competences in students.
n practices and to foster digital competences in students.
La pandemia de COVID-19 impactó en la educación formal obligatoria y se dieron diversas respuestas a la privación de presencialidad, desde improvisadas (modelo de enseñanza remota de emergencia) hasta prácticas más informadas de educación digital, como el modelo de educación híbrida. Este estudio no experimental, descriptivo-inferencial pretende indagar si la Competencia Digital Docente Autopercibida (CDDA) del profesorado (n=346) y la Competencia Digital Autopercibida (CDA) del alumnado (n=1322) y de las familias (n=531) de 15 centros de educación secundaria de Cataluña está relacionada con aspectos relevantes de la educación online en el modelo de educación híbrida: actividades de enseñanza y aprendizaje; propuestas de evaluación, y ayudas al aprendizaje. Se elaboró un cuestionario online para cada colectivo. Los resultados indican que una alta CDDA está relacionada con propuestas metodológicas y evaluativas innovadoras y, en el caso del alumnado, su CDA se relaciona con una mejor predisposición a aprender online, mientras que no encontramos relación entre la CDA de las familias y las ayudas recibidas y proporcionadas a sus hijos e hijas. Las conclusiones señalan la necesidad de fomentar la competencia digital entre el profesorado para contribuir a la propuesta de prácticas educativas híbridas más adecuadas que, a su vez, fomenten las competencias digitales del alumnado.