TEACHING EXPERIENCE IN THE SOCIAL MEDIA MANAGER COURSE IN A SITUATION OF CONFINEMENT BY COVID-19

Abstract

In the year 2020 we live the irruption of an unknown virus that caused our life habits to change. The various means through which a consumer can connect to the Internet took on greater importance, increasing the daily use of smartphones and personal computers. E-learning or virtual teaching became the only option to continue training from home. The strict confinement that was established, due to COVID-19, closed all the centers considered non-essential, such as schools, institutes or universities. The increase in students in this type of education in recent years was already a fact, since one of the main problems of traditional education, geographic distance, was eliminated. The objective of the research is based on demonstrating, through experience in the Social Media Manager course, that in the face of the COVID-19 situation, online training, e-learning or virtual teaching facilitated the ability to continue training at people from home and that a high percentage completed the course satisfactorily. For this, we present the theoretical framework where e-learning is located, as well as the experience in virtual teaching in the Continuing Training Course "Social Media Manager", which was taught entirely online through the Virtual Classroom of the university in a situation of total confinement due to the COVID-19 virus. And although some studies indicate that there is low motivation and a high degree of abandonment in this type of study, in our case the results show that 82.5% did it satisfactorily with an “Apt” grade, and only there was one student (2.5%) who did not get to carry out any activity of the course. Research shows us that with optimal resources and good management, positive results can be achieved. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.