Virtualization of Teaching and Learning of Engineering Students and its Impact on Self-Perception of Attitude Acquisition, in the Context of COVID-19

Chamorro-Atalaya, Omar; Olivares-Zegarra, Soledad; Alvarado-Bravo, Nestor; Trujillo-Perez, Salvador; Torres-Quiroz, Almintor; Aldana-Trejo, Florcita; Villanueva-Acosta, Victor

doi:10.3991/ijet.v16i16.23245

Cited by 6 publications

(6 citation statements)

References 13 publications

(13 reference statements)

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“…In other words, many universities adapted to a virtual teaching process in a hurry [6], [7] and it is that although some students have seen themselves beneficiaries with the narrowing of gaps in the management of virtual learning tools, there are still gaps of a social and digital nature to be reduced [8], [9]. The diversity of digital tools generated different effects on teachers with less technological literacy, becoming a challenge for some and a difficulty for others [10]- [12].…”

Section: Introductionmentioning

confidence: 99%

Professional and personal traits of the teacher and the relationship with didactic strategies

Chamorro-Atalaya,

Gonzáles-Pacheco,

Quipuscoa-Silvestre

et al. 2024

IJERE

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<span lang="EN-US">During the context of virtual classes due to the pandemic, it was evidenced that many teachers had to face accelerated adaptation stages, which is why teachers presented difficulties in designing their teaching strategies and students showed certain difficulties in their learning. In this sense, this article aims to determine how the professional and personal traits of the teacher are related to their teaching strategies, in the context of COVID-19, from the perspective of the students. For which an investigation was developed with a quantitative approach, correlational level and non-experimental design. It was determined that there is a moderate direct relationship between the professional and personal traits of the teacher with his didactic strategies in the context of virtual teaching. Thus, it was also identified that teachers do not pour their professional experiences into the development of the subject, additionally it does not favor the solution of problems related to real life applications; this leads teacher to reflect on the importance of the construction of student knowledge, especially if it is about subjects that are taught in the last cycles, since the student is waiting for how and in which processes their knowledge will be applied theoretical knowledge.</span>

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Section: Introductionmentioning

confidence: 99%

Professional and personal traits of the teacher and the relationship with didactic strategies

Chamorro-Atalaya,

Gonzáles-Pacheco,

Quipuscoa-Silvestre

et al. 2024

IJERE

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“…The COVID-19 pandemic has profoundly marked the world's educational systems by imposing social distancing as a priority strategy to combat the pandemic, a fact that culminated in the closure of educational institutions and abrupt migration to the remote model worldwide (MOLOI; SALAWU, 2022), (AZIZAN et al, 2022), (BAI, 2022), (CHAMORRO-ATALAYA et al, 2021), (RANJAN et al, 2021), (JAMALOVA; BÁLINT, 2022), (OTTS et al, 2021), (BÉCHÉ, 2020), (ADNAN; ANWAR, 2020), (TESAR, 2020), (DHAWAN, 2020), (CHOI; TESSLER; KAO, 2020), (STANISTREET; ELFERT; ATCHOARENA, 2020), (SELWYN; JANDRIĆ, 2020), (ENES, 2021) and (ALGHANMI; NYAZI, 2022). In Brazil, the situation was no different: on March 13, 2020, Brazilian public and private schools and universities closed their activities in person.…”

Section: Introductionmentioning

confidence: 99%

The Teaching Process in Times of Covid-19: Between the Possible and the Idealized

Carius,

Rodrigues Scartoni

2023

Rev. Bras. Pol. Adm. Educ.

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This article aims to study the development of so-called remote teaching during the closure of Brazilian schools due to the COVID-19 pandemic. Therefore, a research approach was chosen mixed in a convergent way through a case study of the municipal system of Petropolis education. The main objective of the research is to evaluate the existence (or not) of pedagogical theories, such as new school, technician, or socio-critical pedagogy, that have supported the different pedagogical practices carried out during the school closing period. Through questionnaires and semi-structured interviews, conducting a qualitative study on the topic was possible using Content analysis. It is concluded that the adaptation to remote teaching was made suddenly without preparing teachers, students, managers, and families. Little was reflected about existing pedagogical theories to improve the effectiveness of Education during the school closure period.

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“…The face-to-face teaching system was interrupted with the arrival of COVID-19. As a consequence, many institutions migrated to virtual teaching, which had an impact on educational quality [2,3].…”

Section: Introductionmentioning

confidence: 99%

Voice Analytics for the Identification of University Student Satisfaction, from WhatsApp Audio Messaging

Chamorro Atalaya,

Quispe Aguilar,

Candia-Quispe

et al. 2023

Int. J. Emerg. Technol. Learn.

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In the context of virtual teaching during the COVID-19 pandemic, a gap emerged between students and teachers due to social distancing measures. This gap hindered the flow of information about the teaching-learning process, making it difficult for authorities to make informed decisions to improve student satisfaction and teaching performance. In this context, the widespread use of mobile applications, through which students express their opinions on the conditions of their learning sessions, is significant. In this sense, the objective of this paper is to apply voice analytics to identify the factors that contribute to the lowest level of student satisfaction in teacher performance using WhatsApp audio messaging. The study has a quantitative approach, an exploratory-descriptive level, and a non-experimental cross-sectional design. The study population consisted of 33 students. It was determined that the factor with the lowest level of satisfaction is the dimension “class session administration,” with a percentage of 57.58%, which is significantly lower than the satisfaction levels of the other factors analyzed, which are above 90%. Therefore, it is concluded that in addition to using rubrics to evaluate teacher performance in adhering to lesson plans and class sessions, the authorities should also implement regulations that support the use of voice analytics through mobile applications like WhatsApp. This will provide insights from students, who are direct participants in the teaching process, regarding their perception of teaching performance.

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Virtualization of Teaching and Learning of Engineering Students and its Impact on Self-Perception of Attitude Acquisition, in the Context of COVID-19

Cited by 6 publications

References 13 publications

Professional and personal traits of the teacher and the relationship with didactic strategies

Professional and personal traits of the teacher and the relationship with didactic strategies

The Teaching Process in Times of Covid-19: Between the Possible and the Idealized

Voice Analytics for the Identification of University Student Satisfaction, from WhatsApp Audio Messaging

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