Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior

Peñuelas, Samuel Alejandro Portillo; Pierra, Lidia Isabel Castellanos; González, Óscar Ulises Reynoso; Nogales, Omar Iván Gavotto

doi:10.20511/pyr2020.v8nspe3.589

Cited by 72 publications

(71 citation statements)

References 10 publications

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“…Nevertheless, there is a disparity in terms of the possibility to remain connected for long periods for teachers in rural versus urban schools, which provides an indication of the need to improve Internet access in rural areas. However, the results show that the disparities in Internet access are more closely linked to the socio-economic level than the geographical classification, both elements considered by Portillo et al (2020) in their description of important factors that present difficulties during Emergency Remote Teaching.…”

Section: Discussion Of Resultsmentioning

confidence: 87%

“…Along these same lines, Portillo, Pierra, González, and Nogales (2020) point out that one of the problems during ERT is that curricula are generally created in a standardized manner without always considering the specific needs that students might have. Further, considering that the instruction is received through devices that require connection to the Internet (Bustamante, 2020), a disparity is created for those who have limited material and economic resources and those who are subject to different geographic situations (Portillo et al, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Implementation of Emergency Remote Teaching in Chilean Schools due to COVID-19

Abarca

2021

Journal of Education and e-Learning Research

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This research emerged from the need to understand educators' working and teaching conditions during the initial period of distance teaching implementation brought about by the need to continue education in the face of the public health emergency and the suspension of on-site classes in Chilean schools. Thus, the aim of this investigation is to explore Chilean teachers' perceptions in relation to Emergency Remote Teaching (ERT) within the COVID-19 context. The methodology includes a dynamic online questionnaire to allow a large number of educators to be included in the study. Some of the findings include the substantial curricular adaptation made by teachers, the use of teachers' own resources to contact students, the overall low level of satisfaction with remote teaching, as well as the increased working hours, and the different connectivity conditions and levels of student participation depending on the socio-economic profile of the school. The conclusions of this research are discussed from the perspective of the hypotheses presented in this study.

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Section: Discussion Of Resultsmentioning

confidence: 87%

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementation of Emergency Remote Teaching in Chilean Schools due to COVID-19

Abarca

2021

Journal of Education and e-Learning Research

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“…Según la investigación que realizaron en una comunidad educativa, donde se tomó de muestra a 44 docentes y 116 estudiantes se evidenció el uso de herramientas tecnológicas como laptop y teléfonos inteligentes son los dispositivos electrónicos, que más utilizaron profesores y alumnos en estos tiempos de pandemia, con estos aparatos se pudo recibir clase enviar tareas ; también señala que las plataformas digitales hicieron un cambio a la dinámica de estudio pero esto se llegó a valorizar las clases presenciales ya que la educación remota se lo hace a distancia y gran porcentaje de la comunidad estudiantil no tiene acceso a internet (Portillo-Peñuelas et al 2020…”

Section: Referencial Teóricounclassified

Microsoft Teams y retos docentes en Básica General en tiempos de pandemia

García-Quimis

Ochoa-Encalada

2021

E.K

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El presente artículo tiene como objetivo analizar de qué manera docentes de Educación Básica, utilizaron la plataforma Microsoft Teams, los retos en el uso de esta herramienta tecnológica. Metodológicamente de tipo descriptiva. En consecuencia, la problemática provocada por la pandemia del COVID-19, la cual ocasionó un cambio de la educación presencial al aprendizaje de manera virtual, cabe indicar que los resultados reflejaron que los profesores no fueron capacitados oportunamente para continuar en el proceso de enseñanza aprendizaje, por tal motivo, se evidenció que los educadores de básica general, necesitan capacitarse en el uso de esta plataforma digital educativa para continuar impartiendo sus clases.

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“…Among Mexican students, 39.1% lack Internet service; of all Mexican households by 2020, 44.3% had computers and 56.4% had access to the Internet, with slow information transfer (50.1%) and constant service interruptions (38.6%) (Instituto Nacional de Estadística y Geografía- INEGI, 2020). Studies show that up to 30% of students must access their assignments via cellphone (Portillo et al, 2020); furthermore, students from families with a low educational level have fewer opportunities to utilize digital technologies (Pérez-López et al, 2021). Due to sudden changes, accelerated digitization, and students' limited resources, there is a digital gap, and students cannot use technology (BID, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mexico’s Higher Education Students’ Experience During the Lockdown due to the COVID-19 Pandemic

et al. 2021

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Transition from face-to-face to remote courses in Mexico represented a challenge for teachers, students, and parents from all education levels. The Mexican federal government declared phase two of the plan to reduce COVID-19 spread on March 24, 2020. In some states, mobility restriction measures started by March 17 included the education system. On April 13, educational activities began in the remote mode exclusively, and this situation could be extended until the end of the 2020–2021 cycle, if health conditions do not improve. Universities, teachers, and students were not ready to implement the emergency remote teaching (ERT) strategy because of the limited conditions of technological adaptation and digital connectivity in the country. The purpose of this cross-sectional study is to investigate the experiences of graduate and undergraduate students concerning the change from face-to-face to the ERT modality in the health emergency context due to the COVID-19 outbreak. We collected data from 660 students from 38 universities and 22 states across the country. The study investigated students' previous experience with online courses, technological tool use, barriers faced during the new teaching–studying modality, current use of educational and specialized tools, and some physical and mental health indicators. As a result, we found problems related to time management of their work activities, the balance of time between home and school activities, and perception about studying days, which they felt strenuous. More than half of all students reported Internet connection problems. Students from private universities declared a higher use of technological tools. Students from public universities expressed more significant difficulties following teachers' instructions, perceived less attention from teachers, considered the change to remote courses was difficult, and felt overwhelmed by the required technological skills. Students in the first two years of university reported a higher proportion having deemed the most strenuous study days and having had difficulties following the teachers' instructions and considered that the distance modality change was hard. Finally, all the students declared that the expenses increased in their home in the highest proportion were electricity, mobile phone data, and Internet service. Future research should focus on measuring the impact of ERT on students’ learning outcomes.

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Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior

Abstract: Este trabajo tiene por objetivo realizar una aproximación a las experiencias del profesorado y estudiantado de Educación Media y Superior en torno a la estrategia de enseñanza implementada durante la emergencia sanitaria por Covid-19.

Cited by 72 publications

References 10 publications

Implementation of Emergency Remote Teaching in Chilean Schools due to COVID-19

Implementation of Emergency Remote Teaching in Chilean Schools due to COVID-19

Microsoft Teams y retos docentes en Básica General en tiempos de pandemia

Mexico’s Higher Education Students’ Experience During the Lockdown due to the COVID-19 Pandemic

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