Accesibilidad, dificultades y ventajas del estudio online por COVID-19 en un posgrado presencial en educación

Ramírez, Aldo Bazán; Morales, Rolando Alfredo Quispe; Quispe, Pedro Huauya; Ango-Aguilar, H.

doi:10.20511/pyr2020.v8nspe3.659

Cited by 9 publications

(14 citation statements)

References 15 publications

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“…However, Chiecher et al (2005) highlight the existing educational gap given the unequal and inequitable availability of resources among students, which allow them to integrate and give continuity to the virtual teaching-learning process in the face of this emergency (Altuzarra, Gálvez and González, 2018;Armitage and Nellums, 2020;Cáceres, Jiménez and Martín, 2020;Orgaz, Moral and Domínguez, 2018;Sánchez, et al, 2020). In line with the latter, the study by Bazán et al (2020) shows that online courses are highly valued by students with advantages of accessibility and connectivity, as they perceive less difficulty in the management of resources by teachers. Chiecher et al (2005) carried out a comparative study between a face-to-face and a mixed group, in the results of which positive perceptions were obtained in the group that included the virtual modality.…”

Section: Introductionmentioning

confidence: 87%

Student Perceptions of Emerging Virtual Teaching in Business Management Fields

Contreras Cueva,

Álvarez,

González Robles

et al. 2024

JESR

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In recent years, virtualization has been present in educational institutions, both in teaching-learning processes and in management and research, using the Internet to facilitate communication, document consultation and the virtual modality of courses, among others. This is why today the use of information technologies (ICT) is essential to facilitate the teaching process for teachers and the learning process for students. The objective of this study is to know about the perception of the students and the strategies implemented in the University Center of Economic-Administrative Sciences of the University of Guadalajara, to adapt the teaching and learning due to the contingency of COVID-19. The methodology is empirical and the data were obtained through interviews and the application of a questionnaire whose results were analyzed with statistical tools. The results show that students improved their autonomous learning, that the use of digital tools allows teachers to better explain the concepts, and that it is difficult to do teamwork and personal interaction but it is necessary. Received: 6 October 2023 / Accepted: 25 January 2024 / Published: 5 March 2024

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Section: Introductionmentioning

confidence: 87%

Student Perceptions of Emerging Virtual Teaching in Business Management Fields

Contreras Cueva,

Álvarez,

González Robles

et al. 2024

JESR

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“…También se coincide con lo señalado por Bazán-Ramírez et al (2020) en lo que respecta a que, para el nivel de posgrado, el alumnado se enfrentó a diversas situaciones logísticas y afectivas durante el confinamiento, lo que influyó su vida laboral, académica y personal. Del mismo modo, se confirma lo señalado por Cabero y Llorente (2020) en lo que concierne a que el aprendizaje generado a través del flipped classroom 14 fue posible mediante el empleo de las herramientas tecnológicas, que permitió una relación síncrona y asíncrona entre docente-discente.…”

Section: Discusión Y Conclusionesunclassified

“…Específicamente en el nivel posgrado, la mayoría del estudiantado labora y se financia sus estudios con sus propios recursos, lo que complejiza la situación de la pandemia debido a que para continuar con su formación académica es necesario contar con conectividad y recursos tecnológicos, ya que el alumnado trabaja desde el hogar, en donde confluyen diversas situaciones tales como atender a la familia, compartir el dispositivo tecnológico entre los miembros e incluso resolver el problema de contagio en un familiar, entre otras (Bazán-Ramírez et al, 2020). Lo anterior ha generado diversas experiencias en el estudiantado a medida que se ha desarrollado la pandemia, lo que ha evidenciado la necesidad de poseer competencias de tipo digital, emocional y social, debido a que se enfrentan a trabajar y aprender en contextos no-tradicionales y con el uso de plataformas y herramientas tecnológicas, las cuales requieren una formación específica para su manejo (Cabero y Llorente, 2020).…”

Section: Introductionunclassified

La efectividad del flipped classroom en la satisfacción y formación matemática del estudiantado durante el confinamiento por COVID-19. Estudio de caso

Espinosa¹

2022

IE REDIECH

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El objetivo de la investigación es valorar la efectividad del flipped classroom en la satisfacción y formación matemática del estudiantado de posgrado durante el confinamiento por COVID-19, para determinar su mejora en el rendimiento académico. El tipo de estudio corresponde a un enfoque cuantitativo con un diseño cuasiexperimental pretest y postest. También es un estudio de caso para un posgrado en administración sobre las experiencias del estudiantado con el flipped classroom. La muestra fue conformada por 32 participantes. El instrumento utilizado fue un cuestionario basado en una escala Likert de cinco puntos que midió la satisfacción estudiantil y formación matemática. Los resultados indican la existencia de diferencias estadísticamente significativas (t = 4.813, p = .000) entre pretest y postest; el flipped classroom propicia una calidad en la formación académica mediante el logro del aprendizaje experiencial y significativo para la formación profesional con base en la resolución de los problemas a partir de los recursos didácticos digitales. Asimismo, desarrolla la notación matemática, identificar las variables, formular la estrategia de solución y razonar matemáticamente. La principal conclusión es la efectividad del flipped classroom en la mejora del rendimiento académico además de generar alta satisfacción estudiantil y formación matemática durante el confinamiento.

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“…Various studies have reported on the effects of student connectivity and accessibility to the internet and to other technological gadgets, of teacher's skills for technological resources and online classes, as well as of student self-teaching/learning skills, on the assessment of advantages and the effectiveness of postgraduate online courses during the pandemic [6][7][8][9][10]. Thus, during the pandemic, students have valued remote learning, comfortability, user-friendliness, accessibility, and student-centered education as important advantages of online classes.…”

Section: Introductionmentioning

confidence: 99%

“…Various studies have reported on the diversity of situations that affect students in medical training. Literature on this topic is significant, has been reported from different parts of the world [6,[18][19][20][21][22][23][24][25][26], and continues to grow. However, for specialization teaching or postgraduate contexts (like medical residency programs), the effect of virtual classes may be more harmful than good for student health because of the demands of their professional activity and the long hours that they have to spend in a hospital.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

et al. 2022

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Physicians that pursue postgraduate studies must simultaneously manage activities related to their academic training and their duties as specialized in a hospital. The aim of this study was to determine the challenges that affect the professional development and growth of 142 first-year medical residents from a private university in Peru, during the COVID-19 pandemic. The residents responded to an online questionnaire with eight open-ended questions soliciting the identification of two difficulties or challenges per question. Descriptive analysis of the challenges that were detected was carried out and two binomial logistic regression models were tested to evaluate the effect of academic and personal factors on professional development. A structural regression model with three predicting factors (Academic training, Mentorship and use of ICT, and Health conditions) was also tested to predict professional development. Over 80% of the residents expressed having problems with their professional performance, activities, and attention span during the residency. The adjusted logistic regression model explained 42% of the effect of factors that make the emergence of challenges for medical residents more probable in the performance of professional activities. Likewise, the structural regression model indicated a good fit, where all three factors significantly explained medical residents’ professional performance; however, the Mentorship and use of ICTs factor was the best predictor of professional performance during the residency program.

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Accesibilidad, dificultades y ventajas del estudio online por COVID-19 en un posgrado presencial en educación

Abstract: En este trabajo se presentan los resultados de una investigación realizada con estudiantes de un posgrado presencial en Ciencias de la Educación sobre la valoración de cursos virtuales durante el distanciamiento físico por COVID-19.

Cited by 9 publications

References 15 publications

Student Perceptions of Emerging Virtual Teaching in Business Management Fields

Student Perceptions of Emerging Virtual Teaching in Business Management Fields

La efectividad del flipped classroom en la satisfacción y formación matemática del estudiantado durante el confinamiento por COVID-19. Estudio de caso

Challenges and Difficulties Related to the Professional Performance and Training of Peruvian Medical Residents during a Pandemic

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