Experiencia de docentes universitarios durante la educación remota de emergencia debido a la crisis por COVID-19
Palabras clave:
Educación remota de emergencia, Experiencia, Aprendizaje, Metodologías, Educación superiorResumen
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.
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