María-José Sosa-Díaz
Biographic Data
| ID | 4218525 |
|---|---|
| NAME | María-José Sosa-Díaz |
| GIVEN NAMES | María-José |
| FAMILY NAME | Sosa-Díaz |
| SIGNATURE | SOSA-DÍAZ M |
| AFFILIATIONS | Universidad de Extremadura |
| ORCID | 0000-0003-2690-4916 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Transformation of Educational Models in Higher Education During and After “Emergency Remote Teaching”
During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanis…
“EdTech Integration Framework in Schools”: Systematic Review of the Literature
The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of tec…
Grounded Theory as a Research Methodology in Educational Technology
One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an a…
Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction
Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. I…
Emergency Remote Education, Family Support and the Digital Divide in the Context of the Covid-19 Lockdown
To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The ai…
Grounded Theory as a Research Methodology in Educational Technology
One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an a…
Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction
Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. I…
Emergency Remote Education, Family Support and the Digital Divide in the Context of the Covid-19 Lockdown
To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The ai…
“EdTech Integration Framework in Schools”: Systematic Review of the Literature
The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of tec…
Grounded Theory as a Research Methodology in Educational Technology
One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an a…
Transformation of Educational Models in Higher Education During and After “Emergency Remote Teaching”
During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanis…
Computer Science (3 works) · Social science (3 works) · Sociology (3 works) · Blended Learning (2 works) · Digital literacy in education (2 works) · Distance education (2 works) · Educational Innovations and Technology (2 works) · Educational technology (2 works) · Engineering (2 works) · Grounded theory (2 works)