Impacto del COVID-19 en la educación superior de México

Álvarez, Salvador Malo; Maldonado‐Maldonado, Alma; Ávila, Jocelyne Gacel; Marmolejo, Francisco

doi:10.14482/esal.8.378.72

Cited by 24 publications

(29 citation statements)

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“…Having consequences, such as the increase in cases infected by COVID-19. In recent times, this has happened after the commercial activity intensified by the period of "Buen Fin" (November, [9][10][11][12][13][14][15][16][17][18][19][20] and by purchases at the end of the year. Although it is true, sales intensified, but also, the mobility of the population.…”

Section: Economic Impactmentioning

confidence: 99%

“…Because although it is true it has been a tragedy, there are also positive aspects in this situation that are worth rescuing and it is possible to observe in Figure. As mentioned, there are positive aspects related to the environment, the opportunity to spend more time with the family, etc. Finally, it is interesting to observe the behavior of some indicators of the country, such as Cumulative cases (November 27), Deaths, Population, Homes with internet, Occupation in commerce, Diabetes > 20, Hypertensive>20, Obesity (12)(13)(14)(15)(16)(17)(18)(19), Poverty (%) (2018), Education, Tobacco consumption (10)(11)(12)(13)(14)(15)(16)(17)(18)(19), Alcohol consumption (> 20), etc.…”

Section: Environmental Impactmentioning

confidence: 99%

“…Mexico facing, a serious complex problem that has caused a series of impacts in different dimensions of social life, economic, educational, health, environmental, cultural, and political dimensions, among others [13][14][15][16][17]. In this context, some of the impacts that the COVID pandemic has brought in Mexico are detailed below.…”

Section: Introductionmentioning

confidence: 99%

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Impact of COVID-19 in Mexico: A vision

Hernandez¹,

Paez²,

Galindo³

et al. 2021

tjes

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The current SARS-CoV-2 pandemic is a historical event that has come to change the way of life for humanity; where the population is the main subject of cause and solution. Considering the global variation of propagation, each country has taken different positions, decisions and resources where the time for making different decisions has also been an important factor. In Mexico, the SARS CoV-2 situation has been confronted mainly with government decisions and the actions of the population. The successes or failures have impacted various dimensions of society in each of the states that make up the country. In this research, some impacted life dimensions are analyzed: Social, mental, educational, economic and environmental. It is possible to say that the impact of the pandemic were influenced, among other aspects; by the state of health and nutrition associated with the lifestyle in which the population was at the arrival of the pandemic. This impact is also influenced by commercial activities, which are linked to the economic mobility of those who buy and those who sell. Also, other aspects that have influenced the impact of this pandemic; it is possible to highlight the lack of culture on the part of the population in the use of face masks and the non-obligatory use of it by the leaders. This, added to various other factors, have had a great impact on the number of infected cases and deaths in the country; primarily in Mexico City and the State of Mexico. It is worth mentioning that, despite the negative impact due to the pandemic, there are also positive aspects. Finally, it is possible to say that it is necessary for the population to develop more awareness. The population has a definitive role in containing the pandemic and to incorporate the new changes, in its life in order to precisely preserve.

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Section: Economic Impactmentioning

confidence: 99%

Section: Environmental Impactmentioning

confidence: 99%

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Impact of COVID-19 in Mexico: A vision

Hernandez¹,

Paez²,

Galindo³

et al. 2021

tjes

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“…Faced with a complex and uncertain context, higher education has had to adapt and respond to change [5]. One of the latent difficulties in this methodological change has been the continuity of teaching and learning processes in face-to-face educational institutions [6]. This has forced the digital transformation of universities, the development of new training practices for teaching staff and the consequent change in student learning strategies, more related to self-regulation, problem solving, creativity, etc.…”

Section: Introductionmentioning

confidence: 99%

Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning

et al. 2021

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This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback.

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“…Dado que la tasa de conectividad o del acceso a la red muestra una asimetría de amplio espectro entre países de la región latinoamericana (Fanelli, Marquina & Rabossi, 2020). En ese sentido, los esfuerzos implicados en desarrollar tales propósitos educativos frente a la pandemia, han sido enormes, siendo implícitamente mayores o extremos en Instituciones de Educación Superior (IES) en donde la disponibilidad y conectividad de tecnologías digitales (TD) resultan ser menores (Álvarez, Maldonado-Maldonado, Gacel-Ávila & Marmolejo, 2020).…”

Section: Introductionunclassified

Educación superior en la cuarentena global: disrupciones y transiciones

Canaza-Choque

2020

Docencia univ.

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Este trabajo analiza algunas de las implicancias preliminares que ha tenido la pandemia del COVID-19 en la Educación Superior. Frente al panorama de la represión global y de los impactos inmediatos, diferentes Instituciones de Educación Superior decidieron adoptar una educación a distancia. La misma que no solo ha inducido a re-inventar la docencia y reorganizar el proceso de enseñanza aprendizaje. Sino que además, llegó a profundizar la brecha y las condiciones estructurales reales de una población estudiantil en desventaja. En consecuencia, resulta doblemente meritorio reforzar una educación a distancia que no solo incluya la sola participación de las propias instituciones formadoras. Por el contrario, dada la situación extraordinaria, será necesario de la intervención de los diferentes niveles de gobierno en poder redoblar esfuerzos en medidas, programas y políticas educativas que garanticen de manera efectiva el derecho a aprender a distancia en este nivel de enseñanza.

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Impacto del COVID-19 en la educación superior de México

Cited by 24 publications

References 0 publications

Impact of COVID-19 in Mexico: A vision

Impact of COVID-19 in Mexico: A vision

Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning

Educación superior en la cuarentena global: disrupciones y transiciones

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