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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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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