¿Cómo se atendieron las competencias socioafectivas de los estudiantes de educación superior en la pandemia?

Cuervo, Rocío Huerta; Solórzano, Marina Vicario

doi:10.35699/1983-3652.2021.33937

Cited by 3 publications

(3 citation statements)

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“…However, when it comes to academic collaborative work among peers, about half of the students recognize that virtual learning promotes these kinds of activities to the same extent than during face-to-face learning. This is consistent with research in which it has been found that online learning is suitable for implementing several collaborative tools, such as online documents, virtual blackboards, and breakrooms, among others [69]. Online learning also enhances the implementation of teaching strategies based on collaborative work since it allows for time optimization and the generation of feedback among peers [29].…”

Section: -1-2-experiences Of Returning To Face-to-face Lessons Regard...supporting

confidence: 87%

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Lobos,

Cobo-Rendón,

Sáez

et al. 2023

Emerg Sci J

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Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF

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Section: -1-2-experiences Of Returning To Face-to-face Lessons Regard...supporting

confidence: 87%

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Lobos,

Cobo-Rendón,

Sáez

et al. 2023

Emerg Sci J

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“…Es importante señalar el sostenimiento emocional que han tenido los estudiantes durante la pandemia, creándose la necesidad de una atención personalizada en el tratamiento referente a la problemática integral que puedan presentar, esto demuestra que hay un problema grave y que revela la urgencia de su intervención, Cuervo & Solórzano (2022), menciona que es posible la innovación de las clases y que ello implica añadir estrategias en la didáctica de la asignatura para que los estudiantes adquieran las competencias socioafectivas, resalta la planeación, definición y ordenar este tipo de actividades en clase favoreciendo la socialización, además apertura de espacios de diálogos entre los estudiantes, sin presencia del docente, propiciándose temas que motivan a dialogo entre ellos. Además, Gómez-Gómez et al (2022) resalta la importancia de identificar los factores académicos y no académicos en el proceso de enseñanza y su impacto aprendizaje online.…”

Section: Discussionunclassified

“…Según, Cuervo & Solórzano (2022) ante la interrogante ¿Cómo se atendieron las competencias socioafectivas de los estudiantes de educación superior en la pandemia? y con el apoyo de la técnica SCAMPER ("sustituir, combinar, adaptar, modificar, poner, eliminar y reducir"), concluye que a través de la técnica SCAMPER, es posible la innovación de las clases y que ello implica añadir estrategias en la didáctica de la asignatura para que los estudiantes adquieran las competencias socioafectivas, resalta la planeación, definición y ordenar este tipo de actividades en clase favoreciendo la socialización, además apertura de espacios de diálogos entre los estudiantes, sin presencia del docente, propiciándose temas que motivan a dialogo entre ellos.…”

Section: Antecedentes De La Investigaciónunclassified

Competencias Profesionales del Docente Universitario y Estado de Ánimo de Estudiantes en Tiempos de Pandemia. Nuevo Chimbote, 2021

Vallejo Martínez

2023

Ciencia Latina

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La pesquisa, obtuvo el objetivo identificar la relación entre las categorías: Competencias profesionales del docente universitario y estado de ánimo de estudiantes en tiempo de pandemia, en la Universidad Nacional del Santa. Enfoque cuantitativo, corte transversal y diseño correlacional; con un muestreo estratificado considerando listas de estudiantes alfabéticamente, en 220 participantes. Los instrumentos fueron: a) El Cuestionario de competencias profesionales, rescatando el desempeño cognitivo y el desempeño social de los docentes, cuyo coeficiente de confiabilidad es: α = 0.970 (Galvis, 2007; b) Escala de valoración del estado de ánimo en adultos (EVEA) adaptado por Giuria y López (2021). Los hallazgos encontrados niegan la relación entre las Competencias profesionales del docente universitario y estado de ánimo de estudiantes en tiempo de pandemia. Por otro lado, en las tres facultades el movimiento bajo y muy bajo en la variable de estado de ánimo de los estudiantes se encuentra presente pero no relacionado con la competencia del docente, de la misma forma no está relacionado con la competencia cognitivo y social del docente, concluyendo que existen factores personales, familiares, entre otros que desencadenan los estados de ánimo de los estudiantes y requieren de ayuda profesional; así como del soporte del docente.

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The Socio-Emotional Competencies of High School and College Students in the National Polytechnic Institute (Mexico)

et al. 2022

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The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students’ socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments.

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¿Cómo se atendieron las competencias socioafectivas de los estudiantes de educación superior en la pandemia?

Cited by 3 publications

References 1 publication

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Competencias Profesionales del Docente Universitario y Estado de Ánimo de Estudiantes en Tiempos de Pandemia. Nuevo Chimbote, 2021

The Socio-Emotional Competencies of High School and College Students in the National Polytechnic Institute (Mexico)

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