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Not surprisingly, the number of online universities continues to expand-especially in Covid-19 times. These institutions all offer "online education" with diverse institutional, technological, and pedagogical processes. However, a fundamental element has to do with the experience of the students, and how they adapt to the educational model of the online university in which they are studying. In this article, we present the main results of the case-study developed in one of the most historical and relevant virtual universities in an international context. We have explored and analysed the process of adaptation to the educational model by the student body, and their perceptions of their interactions with the pedagogical, institutional, and technological elements designed to support their learning. Qualitative and quantitative methods are used to gather and analyse the data. From 1715 students who participated in the survey and the perceptions of 30 students individually interviewed, the results show positive evaluations regarding the integration and adoption of technological competencies, and also, that the online education generally serves as a responsive model to the emergent needs of the learner. However, the results also show that students have important concerns regarding the pedagogical and institutional support provided.
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This data article describes the dataset of the project "edDIT: Technological corporations, digital educational platforms and guarantee of children's rights with a gender approach". This study has analysed the impact of the use of corporate digital platforms in public schools in Catalonia. A series of data were collected through an online survey, with a total sample of 2347 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first one is a descriptive analysis of all the items included in the survey and has been carried out using tables and figures. The second one refers to the construction of scales. Three scales were constructed and included in the data set: 'Opinions about Educational Digital Platforms', 'Concerns about the use of the data generated on the utilisation of the digital platform' and 'Parental Engagement'. The scales were created using Confirmatory Factor Analysis (CFA) and Multigroup Confirmatory Analysis (MG-CFA). This dataset will be relevant for researchers in different fields, in particular for those interested in digital inclusion public policies and educational policies.
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[This corrects the article DOI: 10.3389/fpsyg.2022.1030379.].
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The squatting movement is a social movement that seeks to use unoccupied land or temporarily or permanently abandoned buildings as farmland, housing, meeting places, or centers for social and cultural purposes. Its main motivation is to denounce and at the same time respond to the economic difficulties that activists believe exist to realize the right to housing. Much of what we know about this movement comes from the informational and journalistic literature generated by actors that are close or even belong to the movement. However, there is also a significant diversity of knowledge and scientific evidence on the squatters' movement that is being produced by academia and that is worth knowing and grouping together. With the aim of defining and understanding how the squatters' movement is constituted and organized, and how it acts, this research analyzes what the scientific literature affirms about it. Through qualitative research based on the systematic literature review (SLR) method, information was sought in the Web of Science (WOS) and Scopus databases. The initial universe of 262 articles was finally reduced to a sample of 32 articles. These have been analyzed by means of a categorized classification content analysis. The results obtained allow us to establish the state of the art on the squatting movement, placing special emphasis on its dynamics of resistance, its process of political subjectivation and its mechanisms of action and self-management. The study suggests that the movement is understood based on collective actions with a political role of resistance to neoliberalism and the inequalities it generates, and of response to the basic and social needs of the communities through self-management. Systematic review registration: [doi: 10.5281/zenodo.7179670], identifier [7179670].
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This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: 'parental acceptance and confidence in the use of technology', 'parental engagement in children's learning' and 'socioeconomic status'. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education.