Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate

Giancarlo De Agostini; Xavier Arcentales; Patricio González; Marco Yamba; Frank Viteri

doi:doi:10.11648/j.hss.20221001.11

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Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate

Giancarlo De Agostini, Xavier Arcentales, Patricio González, Marco Yamba, Frank Viteri

Published in Humanities and Social Sciences (Volume 10, Issue 1)

Received: 10 May 2021 Accepted: 19 June 2021 Published: 15 January 2022

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Abstract

It has been found that university professors in the global south, working in online courses, have a great “dilemma” to transfer and extrapolate the different curriculum, syllabus, teaching ideas, messages, cooperative activities and concepts from a face-to-face teaching-learning environment to an on line or virtual modality. The big problem is the lack of resilience of teachers to adapt the education of the past, to a future one, that is already present and needed, especially today with drastic climate changes and pandemic events. Thus, a critical and transcendental question to answer is how, in an online classroom, teachers are prepared to deal with vulnerable students, regardless of its ability or any environmental conditions, including climate management. This question refers to an equal treatment to all alumni, respecting their differences in cultural lives, social, economic and weather conditions, beliefs, and special capacities. Every student, regardless of its ability and geographical residence, should have equal opportunity to contribute with their ideas in an online or virtual class or event; this is a crucial question to be answered and treated for an online environment. Usually, university professors use a course management system for their classes as a repository (deposit) of documents and isolated activities, instead of a series of connected participatory activities, gradually developing from simple to more difficult tasks in order to really help learners with their academics under any type of conditions.

Published in	Humanities and Social Sciences (Volume 10, Issue 1)
DOI	10.11648/j.hss.20221001.11
Page(s)	1-9
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Online, Courses, Omnipresent, Adaptable, Climate, Rural

References

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[2]	UNESCO (2015). Not just hot air: Putting climate change education into practice. Paris: UNESDOC.
[3]	Yamba et al. (2017). Email Analysis to Evaluate Technical Service Support in Small Private Online Courses (MOOC or LMS Type), INCISOS, 15/12/2017 http://ingenieria.ute.edu.ec/inciscos/index.php/es.
[4]	UNESCO (2011). Educación sobre el cambio climático para el desarrollo sostenible. Paris: UNESCO.
[5]	UNESCO (2017). Estrategia de acción de la UNESCO sobre el cambio climático 2018 - 2021. Paris: UNESCO.
[6]	De Agostini, G. (2010). Totally "Online” High School for People at Educational Risk, Field Actions Science Reports [Online], Vol. 4.
[7]	https://cvi.edu.ec/UnescoNamibia.pdf (United Nations educational, scientific and cultural organization: Workshop To review and enhance the use of Information Communication Technologies (ICT) in Education, Windhoek, Namibia, 12 – 15 November 2007, http://www.gdn.int/search/node/Awards%202008, https://www.ashoka.org/es-ve/our-network/ashoka-fellows/search?search_term=m%C3%B3nica%20vasconez, https://www.fidal-amlat.org/search-results-page/Colegio%2520Virtual%2520Iberoamericano, https://cvi.edu.ec/BioVision.pdf, https://www.stockholmchallenge.org.
[8]	De Agostini, G. 2011. Good practices in developing “on line” lessons: Indispensable elements for a systematized design, Field Actions Science Reports [Online], Vol. 5.
[9]	De Agostini, G. 2014. Without distances, a distant education. Sin distancias una educación a distancia: lecciones activas "en línea", Editorial Académica Española, 2014 \| book, ISBN: 978-3-8465-7096-8, http://www.worldcat.org/title/sin-distancias-una-educacion-a-distancia-lecciones-activas-en-linea-modelo-didactico-metodologico-y-tecnologico-para-el-diseno-sistematico-de-lecciones-interactivas-en-linea/oclc/904323401&referer=brief_results#reviews.
[10]	De Agostini, G. (2013). A meaningful praxis for online education: the psychological aspects of motivation. El significado de una praxis para la educación en línea: el aspecto psicológico de la motivación, Sophia, 2013-06-20 \| journal-article, OTHER-ID: latindex, https://revistas.ups.edu.ec/index.php/sophia/search/authors?searchInitial=D.
[11]	NASA (2021). Global Climate Change: vital signs of the planet. Carbon Dioxide \| Vital Signs – Climate Change: Vital Signs of the Planet (nasa.gov). www.cvi.edu.ec
[12]	Naranjo, M 2010. Informe BID-IDB de Evaluación Final del Programa Colegio Virtual Iberoamericano ejecutado por FUVIA. Quito. http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=35134448
[13]	DePuydt, D. 2013. Interstate Renewable energy council. Obtenido de Basic Guidelines for Training Curriculum: http://irecusa.org/wp-content/uploads/2013/10/Basic-Guideline-for-Training-Curriculum.pdf
[14]	Nussbaum, M. C. 2016. Not for profit: Why democracy needs the humanities. Princeton University Press.
[15]	De Agostini, G. 2021. Formación de formadores en línea: pprograma de profesionalización para docentes, basada en las tecnologías del aprendizaje y el conocimiento (tac) promoviendo la “innovación en la educación superior”.
[16]	De Agostini, G. 2003 [1]. Aulas Virtuales en apoyo a los procesos de enseñanza aprendizaje en línea. Seminario internacional: “El reto de la formación en línea en derechos humanos”. Santa Cruz de la Sierra, Bolivia. Centro de Formación de la Cooperación Española.
[17]	De Agostini, G. et al. 2003. Estrategias de Capacitación a Distancia (Ponencia). Reunión CETT-Andino. Lima, 16-22 de febrero de 2003.

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APA Style

Giancarlo De Agostini, Xavier Arcentales, Patricio González, Marco Yamba, Frank Viteri. (2022). Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanities and Social Sciences, 10(1), 1-9. https://doi.org/10.11648/j.hss.20221001.11

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ACS Style

Giancarlo De Agostini; Xavier Arcentales; Patricio González; Marco Yamba; Frank Viteri. Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanit. Soc. Sci. 2022, 10(1), 1-9. doi: 10.11648/j.hss.20221001.11

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AMA Style

Giancarlo De Agostini, Xavier Arcentales, Patricio González, Marco Yamba, Frank Viteri. Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanit Soc Sci. 2022;10(1):1-9. doi: 10.11648/j.hss.20221001.11

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@article{10.11648/j.hss.20221001.11,
  author = {Giancarlo De Agostini and Xavier Arcentales and Patricio González and Marco Yamba and Frank Viteri},
  title = {Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate},
  journal = {Humanities and Social Sciences},
  volume = {10},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.hss.20221001.11},
  url = {https://doi.org/10.11648/j.hss.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221001.11},
  abstract = {It has been found that university professors in the global south, working in online courses, have a great “dilemma” to transfer and extrapolate the different curriculum, syllabus, teaching ideas, messages, cooperative activities and concepts from a face-to-face teaching-learning environment to an on line or virtual modality. The big problem is the lack of resilience of teachers to adapt the education of the past, to a future one, that is already present and needed, especially today with drastic climate changes and pandemic events. Thus, a critical and transcendental question to answer is how, in an online classroom, teachers are prepared to deal with vulnerable students, regardless of its ability or any environmental conditions, including climate management. This question refers to an equal treatment to all alumni, respecting their differences in cultural lives, social, economic and weather conditions, beliefs, and special capacities. Every student, regardless of its ability and geographical residence, should have equal opportunity to contribute with their ideas in an online or virtual class or event; this is a crucial question to be answered and treated for an online environment. Usually, university professors use a course management system for their classes as a repository (deposit) of documents and isolated activities, instead of a series of connected participatory activities, gradually developing from simple to more difficult tasks in order to really help learners with their academics under any type of conditions.},
 year = {2022}
}

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TY  - JOUR
T1  - Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate
AU  - Giancarlo De Agostini
AU  - Xavier Arcentales
AU  - Patricio González
AU  - Marco Yamba
AU  - Frank Viteri
Y1  - 2022/01/15
PY  - 2022
N1  - https://doi.org/10.11648/j.hss.20221001.11
DO  - 10.11648/j.hss.20221001.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20221001.11
AB  - It has been found that university professors in the global south, working in online courses, have a great “dilemma” to transfer and extrapolate the different curriculum, syllabus, teaching ideas, messages, cooperative activities and concepts from a face-to-face teaching-learning environment to an on line or virtual modality. The big problem is the lack of resilience of teachers to adapt the education of the past, to a future one, that is already present and needed, especially today with drastic climate changes and pandemic events. Thus, a critical and transcendental question to answer is how, in an online classroom, teachers are prepared to deal with vulnerable students, regardless of its ability or any environmental conditions, including climate management. This question refers to an equal treatment to all alumni, respecting their differences in cultural lives, social, economic and weather conditions, beliefs, and special capacities. Every student, regardless of its ability and geographical residence, should have equal opportunity to contribute with their ideas in an online or virtual class or event; this is a crucial question to be answered and treated for an online environment. Usually, university professors use a course management system for their classes as a repository (deposit) of documents and isolated activities, instead of a series of connected participatory activities, gradually developing from simple to more difficult tasks in order to really help learners with their academics under any type of conditions.
VL  - 10
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Author Information

Giancarlo De Agostini

Online Education Department, Catholic University of Cuenca, Cuenca, Ecuador
Xavier Arcentales

Online Education Department, Catholic University of Cuenca, Cuenca, Ecuador
Patricio González

Online Education Department, Catholic University of Cuenca, Cuenca, Ecuador
Marco Yamba

Online Education Department, Catholic University of Cuenca, Cuenca, Ecuador
Frank Viteri

Psychology Department, Salesian Polytechnic University, Quito, Ecuador

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APA Style

Giancarlo De Agostini, Xavier Arcentales, Patricio González, Marco Yamba, Frank Viteri. (2022). Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanities and Social Sciences, 10(1), 1-9. https://doi.org/10.11648/j.hss.20221001.11

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ACS Style

Giancarlo De Agostini; Xavier Arcentales; Patricio González; Marco Yamba; Frank Viteri. Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanit. Soc. Sci. 2022, 10(1), 1-9. doi: 10.11648/j.hss.20221001.11

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AMA Style

Giancarlo De Agostini, Xavier Arcentales, Patricio González, Marco Yamba, Frank Viteri. Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate. Humanit Soc Sci. 2022;10(1):1-9. doi: 10.11648/j.hss.20221001.11

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@article{10.11648/j.hss.20221001.11,
  author = {Giancarlo De Agostini and Xavier Arcentales and Patricio González and Marco Yamba and Frank Viteri},
  title = {Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate},
  journal = {Humanities and Social Sciences},
  volume = {10},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.hss.20221001.11},
  url = {https://doi.org/10.11648/j.hss.20221001.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221001.11},
  abstract = {It has been found that university professors in the global south, working in online courses, have a great “dilemma” to transfer and extrapolate the different curriculum, syllabus, teaching ideas, messages, cooperative activities and concepts from a face-to-face teaching-learning environment to an on line or virtual modality. The big problem is the lack of resilience of teachers to adapt the education of the past, to a future one, that is already present and needed, especially today with drastic climate changes and pandemic events. Thus, a critical and transcendental question to answer is how, in an online classroom, teachers are prepared to deal with vulnerable students, regardless of its ability or any environmental conditions, including climate management. This question refers to an equal treatment to all alumni, respecting their differences in cultural lives, social, economic and weather conditions, beliefs, and special capacities. Every student, regardless of its ability and geographical residence, should have equal opportunity to contribute with their ideas in an online or virtual class or event; this is a crucial question to be answered and treated for an online environment. Usually, university professors use a course management system for their classes as a repository (deposit) of documents and isolated activities, instead of a series of connected participatory activities, gradually developing from simple to more difficult tasks in order to really help learners with their academics under any type of conditions.},
 year = {2022}
}

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TY  - JOUR
T1  - Vulnerability and Resilience in Course Adaptations for Online Modality: Anytime, Anywhere, Any Climate
AU  - Giancarlo De Agostini
AU  - Xavier Arcentales
AU  - Patricio González
AU  - Marco Yamba
AU  - Frank Viteri
Y1  - 2022/01/15
PY  - 2022
N1  - https://doi.org/10.11648/j.hss.20221001.11
DO  - 10.11648/j.hss.20221001.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20221001.11
AB  - It has been found that university professors in the global south, working in online courses, have a great “dilemma” to transfer and extrapolate the different curriculum, syllabus, teaching ideas, messages, cooperative activities and concepts from a face-to-face teaching-learning environment to an on line or virtual modality. The big problem is the lack of resilience of teachers to adapt the education of the past, to a future one, that is already present and needed, especially today with drastic climate changes and pandemic events. Thus, a critical and transcendental question to answer is how, in an online classroom, teachers are prepared to deal with vulnerable students, regardless of its ability or any environmental conditions, including climate management. This question refers to an equal treatment to all alumni, respecting their differences in cultural lives, social, economic and weather conditions, beliefs, and special capacities. Every student, regardless of its ability and geographical residence, should have equal opportunity to contribute with their ideas in an online or virtual class or event; this is a crucial question to be answered and treated for an online environment. Usually, university professors use a course management system for their classes as a repository (deposit) of documents and isolated activities, instead of a series of connected participatory activities, gradually developing from simple to more difficult tasks in order to really help learners with their academics under any type of conditions.
VL  - 10
IS  - 1
ER  -

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