Keywords
Business schools
Covid-19
Online methodology
Hybrid methodology
Participatory-Action Research
How to Cite
Abstract
With the arrival of the pandemic (March 2020), the academic department
of a private tourism school in Madrid realised that it had to digitize in record time
not only to face a new situation in which people had to work from home, but also to
shift from a business model based on physical presence to one in which master's degrees
could no longer be offered in the same way as they had been done before the pandemic.
The viability of the school is directly related to the number of students who register
for each academic year, so two problems had to be faced. In the first place, the school
needed to offer a solution to the students who were already studying and had had
their studies interrupted by the arrival of the pandemic and, in the second place, the
school needed to work prospectively to ensure that registrations of new students for
the subsequent academic years were not cancelled. This article critically reviews the
measures adopted by the academic department to guarantee the viability and future of
the school in a scenario marked by mobility difficulties and health restrictions.
References
Adell, J. (2004). Nuevas tecnologías en la formación presencial: del curso on-line a las comunidades de aprendizaje. Qurriculum: Revista de Teoría, Investigación y Práctica Educativa, 17, 57-92.
Azcorra, A.; Bernardos, C.J.; Gallego, O.; Soto, I. (2001). Informe sobre el estado de la teleeducación en España [informe en línea]. Universidad Carlos III. Recuperado el 20 de diciembre de 2020]. http://www.it.uc3m.es/azcorra/papers/2001_Informe_de_la_AUI_sobre_el_estado_de_la_teleeducacion_en_Espana.pdf
Bourdieu, P. Chamboredon, J.Cl. & Passeron, J.Cl. (1976). El oficio del sociólogo. Buenos Aires: Siglo XXI.
Bisquerra, R. (2014). Metodología de la investigación educativa. Madrid: La Muralla.
Cabero, J. (2006). Bases pedagógicas del e-learning. RUSC. Revista de Universidad y Sociedad del Conocimiento, 3(1).
Colmenares, A.M. (2012). Investigación-acción participativa: una metodología integradora del conocimiento y la acción. Voces y silencios: Revista Latinoamericana de Educación, 3(1), 102-115.
Elliot, J. (1990). A framework for self-evaluation in schools. Cape Town: Univ. of Cape Town.
Freire, P. (1974). Pedagogía del oprimido. México: Siglo XXI.
García, J. (2020) La odisea de la formación online impuesta por el coronavirus. Retina. El país economía. Recuperado el 18 de Febrero de 2021 de
https://retina.elpais.com/retina/2020/03/22/innovacion/1584868868_589467.html
García-Peñalvo, F. J. (2018). Ecosistemas tecnológicos universitarios. En J. Gómez (Ed.), UNIVERSITIC 2017. Análisis de las TIC en las Universidades Españolas (pp. 164-170). Madrid, España: CRUE.
Garrison, D.R.; Anderson, T. (2005). El e-learningen el siglo XXI. Barcelona: Octaedro.
Jolliffe, A.; Ritter, J.; Stevens, D. (2001). The online learning handbook. Londres: Kogan Page.
Latorre, A. (2007). La investigación- acción. Conocer y cambiar la práctica educativa. Barcelona: Grao.
Martínez, M. (2009). Ciencia y arte en la metodología cualitativa. México: Trillas.
Pallof, R.; Pratt, K. (2003). The virtual student. San Francisco: Jossey Bass Wiley.
Prawat, R. S. (1992). Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354-395. https://doi.org/10.1086/444021
Salmon, G. (2000). E-moderating. The key to teaching and learning on-line. Londres: Kogan Page.
Santos González, D. y Moreno Carrillo, J.M. (2020). ¿Es necesario regular la práctica de surf durante el verano? Barataria, 28, 41-69. https://doi.org/10.20932/barataria.v0i28
Schell, G. (2001). Student perceptions of web-based course quality and benefit. Education and InformationTechnologies 6(2), 95-104.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. https://doi.org/10.1016/J.COMPEDU.2015.11.008
Taba, H. y Noel, E. (1957). Action research: a case study. Washington: ASCD
Travé-Molero, R., Martínez Iglesias, M. Díaz Rodríguez, P. y Soro, E. (2019). Observar, Participar, Entender: la Etnografía como Herramienta de Innovación Docente en los Estudios Superiores de Turismo. En F.J. Murillo y C. Martínez-Garrido (Coords), Investigación comprometida para la trasformación social, Vol.2, (pp. 345-350). Madrid: AIDIPE.
International Journal of Organizations is published under a Creative Commons Attribution-ShareAlike 4.0 International License. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms”. Therefore, everyone who sends a manuscript is explicitly accepting this publication and edition cession. In the same way, he/she is authorizing International Journal of Organizations to include his/her work in a journal’s issue for its distribution and sale. The cession allows International Journal of Organizations to publish the work in a maximum period of two years.
With the aim of favouring the diffusion of knowledge, International Journal of Organizations joins the Open Access journal movement (DOAJ), and delivers all its contents to different repositories under this protocol; therefore, sending a manuscript to the journal also entails the explicit acceptation by its author/s of this distribution method.