Development of an education-oriented operating system for online teaching during the COVID-19 pandemic
DOI:
https://doi.org/10.55040/educa.v5i1.136Keywords:
COVID-19, operating system, online teaching, educational software, free softwareAbstract
The situation caused by the global COVID-19 pandemic has posed an unprecedented challenge for the educational sector. The need to maintain social distancing and the restrictions imposed to control the spread of the virus have necessitated the immediate implementation of online teaching, radically transforming the educational landscape. In light of this reality, it has become imperative to seek innovative and accessible solutions to ensure the continuity of the teaching-learning process.
In this context, a free operating system based on open-source software has been developed as a key initiative to contribute to global strategies aimed at mitigating the impact of the coronavirus on the educational community. This operating system is presented as a tool of great value, not only for its accessibility and low cost but also for its adaptability to different educational contexts. It includes a set of pre-installed applications, specifically designed to facilitate teaching work in a virtual environment. These applications allow for maintaining an effective distance communication channel with students, as well as assisting in the organization and management of work, for both teachers and students.
To ensure that this operating system effectively met the real needs of educators and students during the pandemic, an exhaustive research study was conducted. This study involved surveys, interviews, and focus groups with teachers from various levels and disciplines, as well as with experts in educational technology. The results provided important information about the needs, challenges, and expectations of teachers in relation to online teaching. Based on these findings, an operating system was designed that integrated these needs, offering practical and effective solutions for distance education.
Finally, the trial version of this operating system was subjected to rigorous evaluation.
References
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Basak, S. K., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180
Economic Commission for Latin America and the Caribbean, United Nations Educational, Scientific and Cultural Organization, (2020). Education in the time of COVID-19. Editorial ECLAC-UNESCO. https://www.cepal.org/en/publications/45905-education-time-covid-19
Colás Bravo, M. P., Conde Jiménez, J., & González Ramírez, T. (2015). Evaluación de políticas TIC: Competencias digitales. https://idus.us.es/handle/11441/28502
Fan, L. (2023). Online interactive platform for college english intensive reading teaching based on cloud service. In W. Fu, & L. Yun. (Eds.), Advanced Hybrid Information Precessing, ADHIP 2022, PT I. (467-480). Editorial. https://doi.org/10.1007/978-3-031-28787-9_35
Fernández Batanero, J. M., & Colmenero Ruíz, M. J. (2016). ICT and inclusive education: Attitude of the teachers in secondary education. https://doi.org/10.3926/jotse.208
Guo, S. (2020). Synchronous versus asynchronous online teaching of physics during the COVID-19 pandemic. Physics Education, 55(6), 065007. https://doi.org/10.1088/1361-6552/aba1c5
Horvatić, M., Mikac, M., & Mikac, V. (2022). Using data acquisition instruments and free open source software in engineering education. INTED2020 Conference. Valencia (Spain): Proceedings of INTED2020 Conference. https://doi.org/10.21125/inted.2020.1222
Kardum, R. B., & Vukelic, D. J. (2021). The challanges and issues on the University of Zagreb during Covid-19 crisis. Interdisciplinary description of complex systems, 19(3), 357-365. https://doi.org/10.7906/indecs.19.3.1
Lehtola, S., & Karttunen, A. (2021). Free and open source software for computational chemistry education. ChemRxiv. https://doi.org/10.26434/chemrxiv-2021-hr1r0-v2
Mahakul, D. (2018). Imparting art education through free and open source software (FOSS): An experiment with secondary school students. International Education and Research Journal [IERJ], 4(2), 1-3.
Mahmood, S. (2021). Instructional strategies for online teaching in COVID-19 Pandemic. Human Behavior and Emerging Technologies, 3(1), 199-203. https://doi.org/10.1002/hbe2.218
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Ngadiman, N., Sulaiman, S., Idris, N., Samingan, M., & Mohamed, H. (2021). Systematic Review on Software Quality in Educational Applications. IEEE Access, 9, 60187-60200. https://doi.org/10.1109/ACCESS.2021.3072223
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, S33–S35. https://doi.org/10.21839/jaar.2018.v3iS1.165
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3(Suppl. 1), 45–47. https://doi.org/10.21839/jaar.2018.v3iS1.169
Roblizo Colmenero, M. J., & Cózar Gutiérrez, R. (2015). Usos y competencias en TIC en los futuros maestros de Educación Infantil y Primaria: Hacia una alfabetización tecnológica real para docentes. https://doi.org/10.12795/pixelbit.2015.i47.02
Seo, S., & Chul, K. (2022). Online face-to-face instructional design model for Software Education using Virtual Classroom. Journal Of The Korean Association of information Education, 26(1),075-064. https://doi.org/10.14352/jkaie.2022.26.1.75
Singh, S., & Arya, A. (2020). A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis. Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology, 48(5), 502–503. https://doi.org/10.1002/bmb.21418
United Nations Educational, Scientific and Cultural Organization, (2021). Education and technological transformations for human-centered recovery: The Global Education Coalition in action. https://unesdoc.unesco.org/ark:/48223/pf0000379133
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27. https://doi.org/10.1111/ejed.12020
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Francisco José Montero Bancalero
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://creativecommons.org/licenses/by-nc-nd/4.0
