PROCESO DE TRANSICIÓN A EDUCACIÓN VIRTUAL EN ESTUDIANTES DURANTE COVID-19
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Rev Cient Cienc Méd
Abstract
Introducción: El COVID-19 se ha convertido en una amenaza para la salud pública, esta compleja situación epidemiológica impactó directamente en la educación debido al cierre total de los centros educativos, este cambio repentino de educación presencial a virtual pudo resultar desgastante para los estudiantes exigiendo adaptarse a una modalidad que exige mayor compromiso y disciplina. Objetivo: Describir las relaciones e interacciones del proceso de transición que viven los estudiantes de nivel superior ante la educación virtual, durante el confinamiento por COVID-19. Material y Métodos: Estudio cualitativo basado en teoría fundamentada, los participantes se reclutaron mediante muestro por conveniencia, se efectuaron once entrevistas semi-estructuradas a profundidad en estudiantes de educación superior, se siguieron los criterios de rigor por Guba y Lincoln. Resultados: La transición de la educación es un proceso, que, al exponerse a cuatro fases interactivas y dadas por la metacognición, presencia social autentica, adaptación del aprendizaje en la identidad virtual y la desigualdad social y tecnológica dan como resultado el rendimiento escolar en la educación virtual. Conclusión: La transición surge como un proceso al que están sometidos los estudiantes y los docentes, en el que es necesario replantearse los roles de cada uno de los actores del proceso formativo en educación superior debido al cambio de paradigma para desarrollar el autoaprendizaje, la autonomía y competencias tecnológicas.
Introduction: COVID-19 has become a threat to public health, this complex epidemiological situation has a direct impact on education due to the total closure of educational centers, this sudden change from face-to-face to virtual education could be exhausting for students demanding adapt to a modality that requires greater commitment and discipline. Objective: To describe the relationships and interactions of the transition process experienced by higher level students before virtual education, during confinement by COVID-19. Material and Methods: Qualitative study based on grounded theory, participants were recruited by convenience sampling, eleven in-depth semi-structured interviews were conducted with higher education students, following the rigorous criteria by Guba and Lincoln. Results: The transition of education is a process, which, by undergoing four stages, interactive and given by metacognition, authentic social presence, adaptation of learning in virtual identity and social and technological inequality in virtual education. Conclusion: The transition emerges as a process to which students and teachers are subjected, in which it is necessary to rethink the roles of each of the actors in the training process in higher education due to the paradigm shift to develop self-learning, autonomy and technological skills.
Introduction: COVID-19 has become a threat to public health, this complex epidemiological situation has a direct impact on education due to the total closure of educational centers, this sudden change from face-to-face to virtual education could be exhausting for students demanding adapt to a modality that requires greater commitment and discipline. Objective: To describe the relationships and interactions of the transition process experienced by higher level students before virtual education, during confinement by COVID-19. Material and Methods: Qualitative study based on grounded theory, participants were recruited by convenience sampling, eleven in-depth semi-structured interviews were conducted with higher education students, following the rigorous criteria by Guba and Lincoln. Results: The transition of education is a process, which, by undergoing four stages, interactive and given by metacognition, authentic social presence, adaptation of learning in virtual identity and social and technological inequality in virtual education. Conclusion: The transition emerges as a process to which students and teachers are subjected, in which it is necessary to rethink the roles of each of the actors in the training process in higher education due to the paradigm shift to develop self-learning, autonomy and technological skills.
Description
Vol. 27, No. 2