Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic
Palabras clave:
covid-19, clases virtuales, experiencia de los docentes, aprendizaje en línea, proceso de enseñanza
Resumen
A principios de 2020, los docentes vivieron una experiencia inesperada. La pandemia del COVID-19 obligó a los docentes a cambiar su forma de enseñar de presencial a virtual. El propósito de este estudio fue explorar los desafíos enfrentados y las estrategias utilizadas para la enseñanza en línea por parte de los docentes durante la transición de las clases presenciales a las virtuales. Además, interpretar si los docentes estaban preparados para iniciar las clases virtuales. Utilizando un enfoque cualitativo, se aplicó un cuestionario y una entrevista. La muestra estuvo conformada por 6 docentes voluntarios de diferentes materias para la entrevista y 40 docentes para el cuestionario. Los desafíos revelados por los entrevistados fueron Mala conexión, Falta de recursos de los estudiantes y Dominio de las herramientas digitales. En cuanto a las estrategias se utilizaron el Juego de Rol, la Presentación, la Repetición y el Aprendizaje basado en la resolución de problemas. Finalmente, los resultados del cuestionario mostraron que la mayoría de los docentes estaban preparados para iniciar clases virtuales. Si bien los docentes pudieron superar el desafío de las clases virtuales, se evidenció lo compleja que fue la transición. Es necesario tener en cuenta que la virtualidad llegó para quedarse y el aula en línea seguirá siendo parte del proceso de enseñanza y aprendizaje. Por lo tanto, la formación de los docentes debe incluirse no solo en el uso de la tecnología sino también en estrategias para una enseñanza en línea efectiva.
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Adebunmi, Y. A., & Ayodele, A. O. (2022). Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic. 40((1): 129-142), 14. doi:http://dx.doi.org/10.18820/2519593X/pie.v40.i1.8
Aina, A. Y., & Ogegbo, A. A. (2022). Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic. (1): 129-142. doi:http://dx.doi.org/10.18820/2519593X/pie.v40.i1.8
Aji Budi Rinekso, A. B. (June de 2021). Teaching Online in Pandemic Time: the Experience. 18. doi:https://doi.org/10.24252/Eternal.V71.2021.A9
Aliyyah, R. R. (2020). The Perceptions of Primary School Teachers of Online Learning during the. Journal of Ethnic and Cultural Studies, 7 (2), 90-109, 20.
Aznar Sala, F. (2020). La Educación Secundaria en España en Medio de la Crisis del COVID-19. International Journal of Sociology of Education - Special, 27. doi:
http://dx.doi.org/10.17583/rise.2020.5749
Derling Jose Mendoza Velazco, M. N. (June de 2021). Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic. European Journal of Educational Research, 10(3), 18. http://www.eu-jer.com/
Dr. Pushkar Dubey, D. D. (2020). Distance learning in higher education during pandemic: challenges and opportunities. The International Journal of Indian Psychology, 8(2), 4. doi:10.25215/0802.204
Gavilanes González, E., Altafulla Macias, S., López Zea, M., & Carrillo Rosero1, D. (2022). Estrategias Didácticas Digitales Aplicadas en las Clases Virtuales Durante la Pandemia del 2020. Revista Conrado, 18(86), 8.
Giovannella, C. (2020). Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teachers’ perspective. 22. on at:
https://www.researchgate.net/publication/343127257
Grace Melo, D. S.-L. (September de 2021). What does the pandemic mean for experiential learning? Lessons from Latin America. Applied Economics Teaching Resources, 3(3), 16. doi:doi: 10.22004/ag.econ.313690
Gurung, S. (January de 2021). Challenges Faced by Teachers in Online Teaching During COVID19 Pandemic. The Online Journal of Distance Education and e-Learning, 9(1), 11. https://tojdel.net/journals/tojdel/articles/v09i01/v09i01-02.pdf
Hanh, H. N. (2021). Vocational English Teachers’Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALLOnline Journal, 12(3), 16. https://asiacall.info/acoj
Hongki Julie, V. F. (January de 2022). Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic. Journal of Research and Advances in Mathematics Education, 9. doi:https://doi.org/10.23917/jramathedu.v7i1.15616
Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process International Journal, 10(1), 7. http://dx.doi.org/10.22521/edupij.2021.101.1
Lestiyanawati, R. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting E-Learning System During COVID-19 Outbreak. CLLiENT Journal, 2(1), 12.
https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271/734
Li, D. (2022). The Shift to Online Classes During the Covid-19 Pandemic: Benefits, Challenges, and Required Improvements from the Students’ Perspective. The Electronic Journal of e-Learning, 20(1).
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome. EURASIA Journal of Mathematics Science and Technology Education, 13, 12. doi:DOI 10.12973/eurasia.2017.00744a
Marek, M. W. (2021). Teacher Experiences in Converting. International Journal of Distance Education Technologies, 21.
Marek, M. W. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies, 19(1), 21. doi:10.4018/IJDET.20210101.oa3
Mendoza Velazco, D., Navarro Cejas, M., Cejas Martinez, M., Vinueza Naranjo, P., & Vega Falcón, V. (2021). Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic. European Journal of Educational Research, 10(3), 18. doi:https://doi.org/10.12973/eu-jer.10.3.1341
Mishra, L., Gupta, T., & Shree, A. (3 de September de 2021). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Elsevier, 8. doi:https://doi.org/10.1016/j.ijedro.2020.100012
Munastiwi, E. (2021). Adaptation of Teaching-Learning Models Due to Covid-19 Pandemic: Challenge Towards Teachers Problem-Solving Skills. Jurnal Ilmiah Sekolah Dasar, 5(1), 12. https://ejourn al.undiksha.ac.id/index.php/JISD/index
Nayel Al-Sharah, S. A. (2021). EFL Teachers’ Perceptions towards English Language Teaching During the Pandemic: Jordanian Perceptive. Eurasian Journal of Applied Linguistics, 7(2), 15. http://dx.doi.org/10.32601/ejal.911514
Nezhadmehr, M., & Khatoony, S. (2020). EFL Teachers’ Challenges in the Integration of Technology for Online Classrooms during Coronavirus(COVID-19)Pandemicin Iran. The Asian Journal of English Language & Pedagogy, 8(2), 16. doi:https://doi.org/10.37134/ajelp.vol8.2.7.2020
Osbeck,, C. (2018). Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals. Journal of Beliefs & Values, 15. doi:https://doi.org/10.1080/13617672.2018.1450807
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ Perception of Online Learning during Pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3, 392 - 406 ), 15. n at:
https://www.researchgate.net/publication/349611973
Realyvásquez-Vargas, A. (2020). The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico. Sustainability,
Samifanni, & Gumanit, R. L. (2021). Survival with Technology:Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemicin the Philippines. Studies in Learning and Teaching, 2(3), 17. doi:https://doi.org/10.46627/silet
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 10.
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 10. doi:doi.org/10.12928/eltej.v4i1.3935
Shahnama, M., Yazdanmehr, E., & Shirvan, M. (2021). Challenges of Online Language Teaching during the COVID-19 Pandemic: A Process Tracing Approach. Journal of Teaching Language Skills, 40(3), 37. doi:10.22099/jtls.2021.40964.3015
Quispe-Prieto, S., Cavalcanti-Bandos, M. F., Caipa-Ramos, M., Paucar-Caceres, A., and Rojas-Jimenez, H. H. (2021). A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic. SYSTEMS, 9(15), 21. https://doi.org/10.3390/
Tejedor, S. (2020). Digital Literacy and Higher Education during. Santiago Tejedor, doi:doi:10.3390/publications8040048
Tukan, F. (2020). Challenges and Strategies Using Application in Teaching Online Classroom During Pandemic Covid-19. Elite Journal, 2(2), 18.
Veselina, N., & Snejana, D. (2020). Advantages and disadvantages of virtual and classical training experience gained from COVID-19 pandemic. 6. http://www.c3.icvl.eu/papers2020/30.pdf
Walter F. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 14. https://doi.org/10.29333/ejmste/9277
YÜCE, E. (2022). The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic. Journal of Theoretical Educational Science, 15((1), 1-15), 15. https://dergipark.org.tr/en/download/article-file/1777721
Zhang, C. (2020). From Face-to-Face to Screen-to-Screen: CFL Teachers’ Beliefs about Digital Teaching Competence during the Pandemic. International Journal of Chinese Language Teaching, 1((1) 35-52), 18. doi:https://doi.org/10.46451/ijclt.2020.06.03
Ramírez Soto , C. A. (2023). Factores de riesgo disergonómicos y su influencia en el desempeño laboral de docentes universitarios en la región Junín. Estudios Y Perspectivas Revista Científica Y Académica , 3(2), 63-81. https://doi.org/10.61384/r.c.a.v3i2.34
Herrera Vargas , C. (2022). Importancia de la aplicacion de los niveles de bioseguridad en contacto con los pacientes. Revista Científica De Salud Y Desarrollo Humano, 3(2), 31-46. https://doi.org/10.61368/r.s.d.h.v3i2.33
López, M. (2023). El Manejo de las Transacciones Online y la Protección al Consumidor. Emergentes - Revista Científica, 3(1), 77-96. https://doi.org/10.60112/erc.v3i1.22
Chavarría Oviedo, F. A., & Avalos Charpentier, K. (2022). English for Specific Purposes Activities to Enhance Listening and Oral Production for Accounting . Sapiencia Revista Científica Y Académica , 2(1), 72-85. https://doi.org/10.61598/s.r.c.a.v2i1.31
Aina, A. Y., & Ogegbo, A. A. (2022). Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic. (1): 129-142. doi:http://dx.doi.org/10.18820/2519593X/pie.v40.i1.8
Aji Budi Rinekso, A. B. (June de 2021). Teaching Online in Pandemic Time: the Experience. 18. doi:https://doi.org/10.24252/Eternal.V71.2021.A9
Aliyyah, R. R. (2020). The Perceptions of Primary School Teachers of Online Learning during the. Journal of Ethnic and Cultural Studies, 7 (2), 90-109, 20.
Aznar Sala, F. (2020). La Educación Secundaria en España en Medio de la Crisis del COVID-19. International Journal of Sociology of Education - Special, 27. doi:
http://dx.doi.org/10.17583/rise.2020.5749
Derling Jose Mendoza Velazco, M. N. (June de 2021). Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic. European Journal of Educational Research, 10(3), 18. http://www.eu-jer.com/
Dr. Pushkar Dubey, D. D. (2020). Distance learning in higher education during pandemic: challenges and opportunities. The International Journal of Indian Psychology, 8(2), 4. doi:10.25215/0802.204
Gavilanes González, E., Altafulla Macias, S., López Zea, M., & Carrillo Rosero1, D. (2022). Estrategias Didácticas Digitales Aplicadas en las Clases Virtuales Durante la Pandemia del 2020. Revista Conrado, 18(86), 8.
Giovannella, C. (2020). Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teachers’ perspective. 22. on at:
https://www.researchgate.net/publication/343127257
Grace Melo, D. S.-L. (September de 2021). What does the pandemic mean for experiential learning? Lessons from Latin America. Applied Economics Teaching Resources, 3(3), 16. doi:doi: 10.22004/ag.econ.313690
Gurung, S. (January de 2021). Challenges Faced by Teachers in Online Teaching During COVID19 Pandemic. The Online Journal of Distance Education and e-Learning, 9(1), 11. https://tojdel.net/journals/tojdel/articles/v09i01/v09i01-02.pdf
Hanh, H. N. (2021). Vocational English Teachers’Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALLOnline Journal, 12(3), 16. https://asiacall.info/acoj
Hongki Julie, V. F. (January de 2022). Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic. Journal of Research and Advances in Mathematics Education, 9. doi:https://doi.org/10.23917/jramathedu.v7i1.15616
Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process International Journal, 10(1), 7. http://dx.doi.org/10.22521/edupij.2021.101.1
Lestiyanawati, R. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting E-Learning System During COVID-19 Outbreak. CLLiENT Journal, 2(1), 12.
https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271/734
Li, D. (2022). The Shift to Online Classes During the Covid-19 Pandemic: Benefits, Challenges, and Required Improvements from the Students’ Perspective. The Electronic Journal of e-Learning, 20(1).
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome. EURASIA Journal of Mathematics Science and Technology Education, 13, 12. doi:DOI 10.12973/eurasia.2017.00744a
Marek, M. W. (2021). Teacher Experiences in Converting. International Journal of Distance Education Technologies, 21.
Marek, M. W. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies, 19(1), 21. doi:10.4018/IJDET.20210101.oa3
Mendoza Velazco, D., Navarro Cejas, M., Cejas Martinez, M., Vinueza Naranjo, P., & Vega Falcón, V. (2021). Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic. European Journal of Educational Research, 10(3), 18. doi:https://doi.org/10.12973/eu-jer.10.3.1341
Mishra, L., Gupta, T., & Shree, A. (3 de September de 2021). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Elsevier, 8. doi:https://doi.org/10.1016/j.ijedro.2020.100012
Munastiwi, E. (2021). Adaptation of Teaching-Learning Models Due to Covid-19 Pandemic: Challenge Towards Teachers Problem-Solving Skills. Jurnal Ilmiah Sekolah Dasar, 5(1), 12. https://ejourn al.undiksha.ac.id/index.php/JISD/index
Nayel Al-Sharah, S. A. (2021). EFL Teachers’ Perceptions towards English Language Teaching During the Pandemic: Jordanian Perceptive. Eurasian Journal of Applied Linguistics, 7(2), 15. http://dx.doi.org/10.32601/ejal.911514
Nezhadmehr, M., & Khatoony, S. (2020). EFL Teachers’ Challenges in the Integration of Technology for Online Classrooms during Coronavirus(COVID-19)Pandemicin Iran. The Asian Journal of English Language & Pedagogy, 8(2), 16. doi:https://doi.org/10.37134/ajelp.vol8.2.7.2020
Osbeck,, C. (2018). Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals. Journal of Beliefs & Values, 15. doi:https://doi.org/10.1080/13617672.2018.1450807
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ Perception of Online Learning during Pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3, 392 - 406 ), 15. n at:
https://www.researchgate.net/publication/349611973
Realyvásquez-Vargas, A. (2020). The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico. Sustainability,
Samifanni, & Gumanit, R. L. (2021). Survival with Technology:Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemicin the Philippines. Studies in Learning and Teaching, 2(3), 17. doi:https://doi.org/10.46627/silet
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 10.
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 10. doi:doi.org/10.12928/eltej.v4i1.3935
Shahnama, M., Yazdanmehr, E., & Shirvan, M. (2021). Challenges of Online Language Teaching during the COVID-19 Pandemic: A Process Tracing Approach. Journal of Teaching Language Skills, 40(3), 37. doi:10.22099/jtls.2021.40964.3015
Quispe-Prieto, S., Cavalcanti-Bandos, M. F., Caipa-Ramos, M., Paucar-Caceres, A., and Rojas-Jimenez, H. H. (2021). A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic. SYSTEMS, 9(15), 21. https://doi.org/10.3390/
Tejedor, S. (2020). Digital Literacy and Higher Education during. Santiago Tejedor, doi:doi:10.3390/publications8040048
Tukan, F. (2020). Challenges and Strategies Using Application in Teaching Online Classroom During Pandemic Covid-19. Elite Journal, 2(2), 18.
Veselina, N., & Snejana, D. (2020). Advantages and disadvantages of virtual and classical training experience gained from COVID-19 pandemic. 6. http://www.c3.icvl.eu/papers2020/30.pdf
Walter F. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 14. https://doi.org/10.29333/ejmste/9277
YÜCE, E. (2022). The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic. Journal of Theoretical Educational Science, 15((1), 1-15), 15. https://dergipark.org.tr/en/download/article-file/1777721
Zhang, C. (2020). From Face-to-Face to Screen-to-Screen: CFL Teachers’ Beliefs about Digital Teaching Competence during the Pandemic. International Journal of Chinese Language Teaching, 1((1) 35-52), 18. doi:https://doi.org/10.46451/ijclt.2020.06.03
Ramírez Soto , C. A. (2023). Factores de riesgo disergonómicos y su influencia en el desempeño laboral de docentes universitarios en la región Junín. Estudios Y Perspectivas Revista Científica Y Académica , 3(2), 63-81. https://doi.org/10.61384/r.c.a.v3i2.34
Herrera Vargas , C. (2022). Importancia de la aplicacion de los niveles de bioseguridad en contacto con los pacientes. Revista Científica De Salud Y Desarrollo Humano, 3(2), 31-46. https://doi.org/10.61368/r.s.d.h.v3i2.33
López, M. (2023). El Manejo de las Transacciones Online y la Protección al Consumidor. Emergentes - Revista Científica, 3(1), 77-96. https://doi.org/10.60112/erc.v3i1.22
Chavarría Oviedo, F. A., & Avalos Charpentier, K. (2022). English for Specific Purposes Activities to Enhance Listening and Oral Production for Accounting . Sapiencia Revista Científica Y Académica , 2(1), 72-85. https://doi.org/10.61598/s.r.c.a.v2i1.31
Publicado
2023-12-02
Cómo citar
Vera Candela , G. A., & Almache Granda, G. K. (2023). Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic. Ciencia Latina Revista Científica Multidisciplinar, 7(5), 9865-9886. https://doi.org/10.37811/cl_rcm.v7i5.8552
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