Percepción docente sobre la educación a distancia en tiempos de COVID-19

Santos, Vanessa dos Reis; Villanueva, Inés; Rivera, Edith; Vega, Emilio

doi:10.33210/ca.v9i3.352

Cited by 16 publications

(14 citation statements)

References 5 publications

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“…However, they reported that WhatsApp was the main tool for the development and organization of synchronous classes. Other studies agree that WhatsApp was the main means of communication between students and teachers during the development of classes (Santos et al, 2020;Mishra et al, 2020;Ferri et al, 2020;Fernández et al, 2020;Baptista Lucio et al, 2020). In the case of Baptista Lucio et al, (2020) the researchers highlight that although WhatsApp is the main communication tool between teachers and students, Facebook, Messenger, and phone calls are also used according to the school level of the students.…”

Section: Discussionmentioning

confidence: 97%

Technology-mediated Secondary Education in Paraguay: An Exploratory Study

Canese¹,

Páez²,

Amarilla³

et al. 2022

Eur. J. Teach. Educ.

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Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 pandemic. The pandemic has forced governments to take quarantine decisions, confine people to their homes and delay daily activities in all social and productive spheres. In Paraguay, in terms of education, classes were suspended at all educational levels, forcing the authorities to establish contingency plans. The National Government, through the Ministry of Education and Science (MEC) established an Education Plan in times of Pandemic with the Project "Your school at home" which established training mechanisms for teachers in the country for the development of classes in the virtual modality of Distance Education, in addition to creating written didactic materials, audios and videos, plans and evaluation guides for the different subjects of the Secondary Education courses, available in an online portal as digital resources and freely accessible to the actors of the educational community. Through focus group interviews with secondary teachers from several regions in the country, issues related to the effects of the pandemic and government goals were discussed. Results evidence an urgent need for greater coverage and access to the internet, technological tools, and teacher training in such tools and in the didactics of Distance Education.

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Section: Discussionmentioning

confidence: 97%

Technology-mediated Secondary Education in Paraguay: An Exploratory Study

Canese¹,

Páez²,

Amarilla³

et al. 2022

Eur. J. Teach. Educ.

View full text Add to dashboard Cite

show abstract

“…However, the same authors reported that there was minimal use of WhatsApp among teachers and students whereas text messaging and videoconferences, social networks, and telephone calls were used as the main means of communication. On the other hand, Santos et al (2020) reported the massive use of WhatsApp among teachers as well as the minimum use of educational platforms for communication purposes.…”

Section: Discussionmentioning

confidence: 99%

“…The lack of technological resources along with a space to study has deeply impacted students, especially those from a lower socio-economic status (Cabero & Valencia, 2021;Adedoyin & Soykan, 2020). In education, research has confirmed time and again that major challenges faced by the education community are lack of resources and infrastructure (Zhang et al, 2020), lack of reliable internet connection (Xie et al, 2020;Cesco et al, 2021;Tabassum et al, 2021;Hebebci et al, 2020;Lapada et al, 2020;Yusuf & Ahmad, 2020), insufficient digital literacy among teachers and students (Almazova et al, 2020;Adedoyin & Soykan, 2020), lack of and the need of training in the use of technological tools (Santos et al, 2020;Yusuf & Ahmad, 2020) and lately, socio-emotional and stress factors affecting students and teachers (Hadar et al, 2020;Marsollier & Expósito , 2021;Lapada et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher Characteristics and Experiences in Light of the Challenges Presented by the COVID-19 Pandemic in Paraguay

Canese

Amarilla

2022

IJTE

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The advent of COVID-19 generated unprecedented disruptions in the education sector throughout the world. This study presents a comparison of teacher characteristics, perceptions about the development of online educational activities and the difficulties experienced at the beginning of online teaching implementation and at the end of 2020 in Paraguay. A mixed methodology was used with focus group interviews and semi-structured questionnaires administered through electronic means. Teachers from all educational levels in Paraguay, from public and private institutions, were considered. At the beginning of the pandemic, 1030 teachers participated. In the follow-up study, 299 teachers participated, mainly from the capital city and the Central Department. The study revealed significant proportions of teachers who were forced to acquire new equipment and increased technological services. The main means of communication used, at all levels, were WhatsApp and educational platforms. At the end of 2020, there were a higher proportion of teachers trained in the use of technological tools for teaching. The main problem faced by teachers in remote activities is associated with internet connection. Although challenging, teachers also considered the opportunities granted by the situation. These teaching experiences serve to establish and design mechanisms to make education in times of pandemic bearable.

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“…La percepción docente se ha estudiado desde diferentes ámbitos de interés, por ejemplo, en torno a las actividades y el burnout (Oliveira et al, 2021), la gestión (Changanaqui & Huapaya, 2017), el uso de herramientas como las Tecnologías de la Información y la Comunicación (TIC), siendo este último un tema destacado (Álvarez, 2020;Garita-González, Gutierrez-Durán & Godoy-Sandoval, 2019). Con motivo de la pandemia por la COVID-19, las actividades educativas tuvieron una transformación radical, la cual alteró la percepción docente en cuanto a su labor (Santos et al, 2020), manifestando las dificultades presentes en la educación a distancia, además de la preocupación por la poca formación adquirida.…”

Section: Revisión De La Literaturaunclassified

Percepción del ejercicio docente universitario

Morales

Espinoza

Escobedo

et al. 2022

RELEP

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El presente trabajo busca analizar la estructura factorial con la que está compuesta la percepción del ejercicio docente universitario desde la perspectiva de los alumnos. Esta investigación es de tipo correlacional y transversal. Se realizó la aplicación de un cestioario mediante un formulario en linea a un total de 375 estudiantes universitarios en Saltillo los cuales contestaron por invitación. Para la verificación de la hipótesis se aplicó un análisis de componentes principales con enfoque descriptivo y exploratorio, donde se observan tres unidades relevantes en el quehacer del docente universitario denominados como: Compromiso docente (F1) el cual explica el 61.8% de la varianza, Emociones en el aula (F2) explica el 8.9% y Evaluación justa (F3) el cual explica el 3.9% de la varianza de la docencia universitaria; que en su totalidad, la observación con las dos dependencias educativas explica la variabilidad del fenómeno en un 74.6%. (Ver Tabla 2 Principales componentes). Por lo que se concluye que el compromiso docente es primordial para la enseñanza universitaria, así como el propiciar el diálogo en los ambientes educativos favorece la democracia. Abstract This research seeks to analyze the factorial structure which consists of students’ perception of university teaching practices. This research is correlational and cross-sectional; and emerges as part of the Teaching Sustainability Project in university students. An online questionnaire was applied to a total of 375 university students from two educational institutes in Saltillo, who were invited to answer it. To verify the hypothesis, a principal component analysis was applied with a descriptive and exploratory approach where three relevant units were observed within tasks university teachers performed and were labelled as: Teaching commitment (F1), which explains 61.8% of variance; , Emotions within the classroom (F2), which explains 8.9%, and Fair assessment (F3), which explains 3.9% of the variance of university teaching; which, as a whole, explains the variability of the phenomenon in 74.6% in two universities. (Table 2: Main components). Therefore, we conclude that a teacher’s commitment is essential for university education, just as promoting dialogue in an educational environment encourages democracy.

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Percepción docente sobre la educación a distancia en tiempos de COVID-19

Cited by 16 publications

References 5 publications

Technology-mediated Secondary Education in Paraguay: An Exploratory Study

Technology-mediated Secondary Education in Paraguay: An Exploratory Study

Teacher Characteristics and Experiences in Light of the Challenges Presented by the COVID-19 Pandemic in Paraguay

Percepción del ejercicio docente universitario

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