Educación trastornada: Examen de las experiencias de los docentes en la transición de la enseñanza presencial a la docencia remota durante la emergencia de COVID-19
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_04Palabras clave:
Enseñanza en línea, Eseñanza remota de emergencia, Desafíos en la educación laboratorial durante el confinamentoResumen
El confinamiento por Covid-19 transformó la educación, obligando a los profesores acostumbrados a las lecciones presenciales y al uso de laboratorios a cambiar rápidamente a la enseñanza remota de emergencia. Este estudio explora cómo la experiencia previa en aprendizaje en línea influyó en esta transición. Los profesores con experiencia en aprendizaje combinado encontraron más fácil adaptarse a la enseñanza totalmente en línea, a pesar de que el entusiasmo inicial de los estudiantes por el aprendizaje combinado disminuyó con el tiempo. Se descubrió que los estudiantes enfrentaron una mayor carga de trabajo con tareas en línea en todas las materias. Los profesores tuvieron que modificar sus planes de enseñanza, especialmente para actividades que requerían laboratorios, posponiéndolas hasta la reapertura de las escuelas. Los comentarios de los profesores destacan la importancia del desarrollo profesional continuo en metodologías en línea e inversión en herramientas digitales para compensar la ausencia de laboratorios.
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Derechos de autor 2024 Leonard Busuttil, Colin Calleja, Michelle Attard Tonna
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