Confinement caused by COVID-19 in the teaching and learning processes: Case Universidad Técnica Luis Vargas Torres de Esmeraldas
The educational context has taken a different perspective since the beginning of the health emergency due to COVID-19. Higher education institutions, with digital platforms, have the opportunity to make academic processes more flexible for students through the articulation of digital tools in order...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Sapienza Grupo Editorial |
| Repositorio: | Sapienza (Curitiba) |
| Idioma: | español |
| OAI Identifier: | oai:ojs2.journals.sapienzaeditorial.com:article/302 |
| Acceso en línea: | https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/302 |
| Access Level: | acceso abierto |
| Palabra clave: | Confinamento, COVID-19, ensino-aprendizagem Confinement, COVID-19, teaching-learning Confinamiento, COVID-19, enseñanza-aprendizaje. |
| Sumario: | The educational context has taken a different perspective since the beginning of the health emergency due to COVID-19. Higher education institutions, with digital platforms, have the opportunity to make academic processes more flexible for students through the articulation of digital tools in order to continue with the educational service. The objective of this study was to determine the effects of confinement due to the COVID-19 pandemic on teaching-learning processes. For the investigative work, the quantitative approach was used. The instrument used was an online questionnaire, aimed at students of the Luis Vargas Torres de Esmeraldas Technical University, the sample was taken at the Faculty of Social Sciences and Services. For information processing, the SPSS statistical package was used. In the results obtained, it was evidenced that going through this modality of distance education has brought out deficiencies such as the presence of stress factors in the home; and the fact of having to attend to school tasks in the case of women, is what afflicts the sample of participating students in the highest percentage. Likewise, it can be briefly expressed by the results generated in the survey that the professors consider that face-to-face education in general terms is more significant. On the other hand, within the finding made, the fact that teachers have obtained greater autonomy by having to opt for an asynchronous and synchronous methodology is highlighted so that all students access higher education, using all the necessary tools. |
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