From Face-to-Face to Virtuality. Experience in the Nursing Studies, Metropolitan University, Ecuador
Even though virtual education is not new and significant experiences have been shown in several European countries (mostly), it has detractors, claiming fundamentally a lack of quality, when compared with traditional face-to-face education. In this essay, the experiences of the teaching staff of the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Ecuador |
| Institución: | Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Repositorio: | Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/542 |
| Acceso en línea: | https://revistas.pucese.edu.ec/hallazgos21/article/view/542 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación virtual; enseñanza sincrónica; enseñanza asincrónica. Virtual education; synchronous teaching; asynchronous teaching. |
| Sumario: | Even though virtual education is not new and significant experiences have been shown in several European countries (mostly), it has detractors, claiming fundamentally a lack of quality, when compared with traditional face-to-face education. In this essay, the experiences of the teaching staff of the nursing studies at the Metropolitan University of Ecuador are exposed, in the transition from face-to-face teaching to virtual education. For the summary of the experiences, what the teachers personally underwent and lived as expressed in the methodological meetings as well as the virtual classroom visits made by the coordinator of the aforementioned studies were taken into account, in order to evaluate the management of the teaching process. The accelerated step from face-to-face education to virtual teaching showed the potential of this educational model; at the same time, it was a challenge for the way we had been teaching. It revealed that we must develop new techno-pedagogical competencies to successfully carry out teaching with the quality demanded by higher education systems, to train human beings with professional skills and abilities and with the emotional intelligence that modern societies demand. |
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