Transición a la educación remota en emergencia de docentes y estudiantes en Centroamérica y el Caribe

Sojuel, Daniel Eduardo; Nanne-Lippmann, Ingrid

doi:10.32541/recie.2021.v5i2.pp107-123

Cited by 1 publication

(1 citation statement)

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“…Nevertheless, the postgraduate professors made great efforts to widen communication channels with students to compensate for this lack of interaction. Regarding this aspect, our study concurs with others, which underlined that this feeling of not accompanying students and the lack of time dedicated to them, as well as the time spent in front of the computer, were some aspects, among others, that had an effect on the psychosomatic and emotional levels among the professors [29,30].…”

Section: Discussionsupporting

confidence: 90%

Workloads and Emotional Factors Derived from the Transition towards Online and/or Hybrid Teaching among Postgraduate Professors: Review of the Lessons Learned

et al. 2022

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The objective of the present study was to discover which tasks resulted in a higher workload, leading to a higher anxiety of postgraduate professors at different Ibero-American universities, when dealing with the transition from face-to-face teaching to a virtual one. A questionnaire was constructed that was completed by 125 professors once validated. The results showed that with respect to tasks that required a higher workload, the professors had to re-think methodological strategies and activities, correct the student’s work, provide tutoring, and search for materials. As for the degree of anxiety, it was higher, given the increased number of hours in front of the computer, the lack of immediate feedback from the students, the feeling of not reaching all the students, having to look for activities to invigorate the online classes, and the need to prepare more materials and the assessment tasks. The results were the same irrespective of the university, thereby enabling us to conclude that this phenomenon was globalized, and the workload and anxiety were replicated in different contexts. Therefore, it is necessary to implement formative proposals that help manage online or hybrid teaching, beyond the mere transfer of the face-to-face teaching models to virtual ones.

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Section: Discussionsupporting

confidence: 90%