Emergency remote teaching during Coronavirus pandemic
Due to the COVID-19 outbreaks in the world, educational institutions have been forced to suspend face-to-face teaching as a form of mitigation against the risk of contagion posed by coronavirus. Consequently, higher education institutions have taken various steps to implement online teaching strateg...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO |
| Repositorio: | PÄDI Boletín Científico de Ciencias Básicas e Ingeniería del ICBI |
| Idioma: | español |
| OAI Identifier: | oai:repository.uaeh.edu.mx:article/7489 |
| Acceso en línea: | https://repository.uaeh.edu.mx/revistas/index.php/icbi/article/view/icbi.v9iEspecial.7489 |
| Access Level: | acceso abierto |
| Palabra clave: | Distance education Remote teaching Higher education Pandemic Educación a distancia Enseñanza remota Educación superior Pandemia |
| Sumario: | Due to the COVID-19 outbreaks in the world, educational institutions have been forced to suspend face-to-face teaching as a form of mitigation against the risk of contagion posed by coronavirus. Consequently, higher education institutions have taken various steps to implement online teaching strategies followed by a rapid transformation of their classroom design. In this study, we worked under the concept of emergency remote teaching in a university in the state of Sonora, Mexico, based on the Stufflebeam CIPP evaluation model to assess the context and input of the Descriptive Statistics subject of the Bachelor of Science in Education BA program. Among the results obtained were the real quantification of dedication to their studies, time available for computer use for synchronous classes and subsequent assignments, as well as the emotional state related to Covid-19 that could affect their mood during the school year. |
|---|