Experiencia de docentes universitarios durante la educación remota de emergencia debido a la crisis por COVID-19

Autores/as

Palabras clave:

Educación remota de emergencia, Experiencia, Aprendizaje, Metodologías, Educación superior

Resumen

La pandemia por COVID-19 ha creado la mayor disrupción en los sistemas educativos en la historia de la humanidad, afectando a más de 1.500 millones de estudiantes en el mundo en más de 200 países. El cierre de centros educativos ha afectado a más del 94% de la población estudiantil, a nivel mundial. El distanciamiento físico y las políticas de restricción a la movilidad han perturbado significativamente las prácticas educativas tradicionales. En este contexto, este estudio analiza las experiencias de docentes universitarios en relación con la educación remota de emergencia durante la crisis por COVID-19, en una universidad privada chilena. Desde un enfoque cualitativo, se construye un cuestionario estructurado en línea y se realiza una análisis de contenido. La muestra corresponde a docentes de diversos programas (n= 35). De acuerdo a los resultados, el ambiente y método más común de realizar las clases eran sus propios hogares y equipos personales. Dentro de las quejas, se encuentran la inestabilidad de la red de sus estudiantes, la sobrecarga de trabajo y el sistema de videoconferencia impuesto por su universidad. Se concluye que la educación remota de emergencia requiere la participación de todo el equipo docente.

Biografía del autor/a

Fernando Vera, Universidad La República

Doctor en Ciencias de la Educación, mención Evaluación y Acreditación; Master en Administración y Gestión Educacional; Master en Currículum y Evaluación; Master en Tecnología, Aprendizaje y Educación. Líneas de investigación: Desarrollo de competencias genéricas, metodologías activas e integración de tecnología en el currículo.

Citas

Bonfield, C. A. M. Salter, A. Longmuir, M. Benson, C. Adachi (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246, https://www.tandfonline.com/doi/full/10.1080/23752696.2020.1816847

Bozkurt, Aras (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 1-126. https://www.aacademica.org/ignacio.aranciaga/87.pdf

Carlsson, M., Dahl, G., Öckert, B. y Rooth, D. (2015), The Effect of Schooling on Cognitive Skills. Review of Economics and Statistics 97(3), 533–547. https://direct.mit.edu/rest/article/97/3/533/58248/The-Effect-of-Schooling-on-Cognitive-Skills

Coman, C., Tîru, L. G., Meses, L., Menesan-Schmitz, L., Stanciu, C. y Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability. https://rediie.cl/wp-content/uploads/Online-Teaching-and-Learning-in-Higher-Education-during-the-Coronavirus-Pandemic-Students’-Perspective.pdf

Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.-P., Kamei, A., Ortiz Correa, J. S. (2020). Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries. Florence: Innocenti Research Briefs no. 2020- 10, UNICEF Office of Research - Innocenti. https://www.unicef-irc.org/publications/pdf/IRB%202020-10%20CL.pdf

El Said, G. R. (2021). How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country. Advances in Human-Computer Interaction, Article ID 6649524. https://doi.org/10.1155/2021/6649524

Engzell, P., Frey, A. y Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS,118 (17) e2022376118. https://doi.org/10.1073/pnas.2022376118

Farrell, S. (2016). Open-Ended vs. Closed-Ended Questions in User Research. Nielsen Norman Group Nielsen Norman Group. https://www.nngroup.com/articles/open-ended-questions/

Grewenig, E., Lergetporer, Ph., Werner, K., Woessmann, L. y Zierow, L. (2020). COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students. IZA DP No. 13820. http://ftp.iza.org/dp13820.pdf

Haapaniemi, J., Venäläinen, S., Malin, A. y Palojoki, P. (2020). Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland. Journal of Curriculum Studies. 1-17. https://www.tandfonline.com/doi/pdf/10.1080/00220272.2020.1759145?needAccess=true

Hjelsvold, R., Bahmani, A. y Lorâs, M. (2020). First impressions from educators as NTNU transitions to an online only mode of learning. https://www.researchgate.net/publication/341042510

Hodges, C., Moore, S., Lockee, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. https://www.researchgate.net/publication/340535196_The_Difference_Between_Emergency_Remote_Teaching_and_Online_Learning

Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97(9), 2810–2814. https://doi.org/10.1021/acs.jchemed.0c00671

Kiger, M. E. y Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher. https://www.plymouth.ac.uk/uploads/production/document/path/18/18247/Kiger_and_Varpio__2020__Thematic_analysis_of_qualitative_data_AMEE_Guide_No_131.pdf

Lake, R. y Dusseault, B. (2020). Remote classes are in session for more school districts, but attendance plans are still absent. Center for Reinventing Public Education. https://www.crpe.org/thelens/remote-classes-are-session-more-school-districts-attendance-plans-are-still-absent

Lavy, V. (2015). Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries. The Economic Journal, 125(588), 397-424. http://wrap.warwick.ac.uk/85516/1/WRAP_v_lavy_differences_in_schools.pdf

Meng, L.; Hua, F. & Bian, Z. (2020). Coronavirus disease 2019 (COVID-19): emerging and future challenges for dental and oral medicine. J. Dent. Res. https://www.unboundmedicine.com/medline/citation/32162995/Coronavirus_Disease_2019_(COVID19):_Emerging_and_Future_Challenges_for_Dental_and_Oral_Medicine

Misirli, O. y Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Educ Inf Technol. https://doi.org/10.1007/s10639-021-10520-4

Mohmmed, A. O., Khidhir, B. A., Nazeer, A. y Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innov Infrastruct Solut, 5(3),72. https://doi.org/10.1007/s41062-020-00326-7

Nowell, L. S., Norris, J. M. White, D. E. y Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods. https://doi.org/10.1177%2F1609406917733847

Orlov, G., McKee, D., Berry, J., Boyle, A., DiCiccio, T. J., Ransom, T., Rees-Jones, A. y Stoye, J. (2020). Learning during the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach. IZA DP No. 13813. https://www.econstor.eu/bitstream/10419/227340/1/dp13813.pdf

Peng, X.; Xu, X.; Li, Y.; Cheng, L.; Zhou, X. & Ren, B. (2020). Transmission routes of 2019-nCoV and controls in dental practice Int. J. Oral Sci., 12(9). https://doi.org/10.1038/s41368-020-0075-9

Pokhrel, S. Roshan Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future 8(1), 133–141. https://journals.sagepub.com/doi/pdf/10.1177/2347631120983481

Qu, X. & Zhou, X. D. (20209. Psychological intervention in oral patients in novel coronavirus pneumonia outbreak period. Zhonghua Kou Qiang Yi Xue Za Zhi, 55(0):E003. https://doi.org/10.3760/cma.j.cn112144-20200213-00053

Radnor, H. A. (2002). Researching your professional practice: Doing interpretive research. Open University Press.

Rapanta, Ch., Botturi, L., Goodyear, P., Guàrdia, L. y Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ 2, 923–945. https://doi.org/10.1007/s42438-020-00155-y

Tomasik, M. J., Helbling, L. A. y Moser, U. (2020). Educational Gains of In-Person vs. Distance Learning in Primary and Secondary Schools: A Natural Experiment During the COVID-19 Pandemic School Closures in Switzerland. International Journal of Psychology. https://onlinelibrary.wiley.com/doi/10.1002/ijop.12728

UNESCO. (2020) Education: from disruption to recovery. https://en.unesco.org/covid19/educationresponse

Vera. F. (2021). Impacto de las plataformas de videoconferencia en la educación superior en tiempos de COVID-19. Revista Electrónica Transformar, 2(1), 47-57. https://revistatransformar.cl/index.php/transformar/article/view/8/1

Wermke, W., Rick, S. O. y Salokangas, M. (2019) Decision-making and control: perceived autonomy of teachers in Germany and Sweden, Journal of Curriculum Studies, 51(3), 306-325. https://doi.org/10.1080/00220272.2018.1482960

Whittle, C., Tiwari, S., Yan, Sh. y Williams, J. (2020). Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0099/full/pdf?title=emergency-remote-teaching-environment-a-conceptual-framework-for-responsive-online-teaching-in-crises

Wilches, J. (2007). Teacher autonomy: A critical review of the research and concept beyond applied linguistics. Íkala, Revista de lenguaje y cultura, 245–275. https://revistas.udea.edu.co/index.php/ikala/article/view/2720

Xu, H.; Zhong, L.; Deng, J.; Peng, J.; Dan, H.; Zeng, X.; Li, T. y Chen, Q. (2020). High expression of ACE2 receptor of 2019-nCoV on the epithelial cells of oral mucosa. Int. J. Oral Sci., 12(8). https://doi.org/10.1038/s41368-020-0074-x

Descargas

Publicado

21-06-2021

Cómo citar

Vera, F. (2021). Experiencia de docentes universitarios durante la educación remota de emergencia debido a la crisis por COVID-19. Transformar, 2(2), 40–57. Recuperado a partir de https://revistatransformar.cl/index.php/transformar/article/view/22

Artículos más leídos del mismo autor/a

1 2 > >>