Solutions and consequences of synchronous remote teaching and types of asynchronous communication
DOI:
https://doi.org/10.37467/revhuman.v11.4025Keywords:
Teaching, Synchronous Communication, Academic Planning, Emotions Students, Academic StressAbstract
Sense of belonging and commitment evidenced in direct or synchronous communication messages were the basis of relationships between teachers and students in a difficult situation caused by the pandemic. Regarding the teaching environment, students felt responsibility and academic overload, with little time to finish homework, high levels of effort and dedication to get good grades, besides they were affected by the distractions generated by social networks, chats, and video games. Students in this research self-assessed consequences and solutions to emotional problems by academic stress, where considered positive aspects by complying with an action and organization plan. They developed the capacity for asynchronous communication in groups. It is necessary that the academic actors do not forget that emotions and attitudes were affected, planning for synchronous and asynchronous types of communication for activities and homework, as well as self-control that allowed solutions to students.
References
Alvarez Romo, K. A., & Cerrón Ramos, N. D. (2020). Estrés académico y procrastinación en estudiantes de quinto de secundaria de instituciones educativas con jornada escolar completa de la provincia de Lircay-Huancavelica. Universidad Continental. https://repositorio.continental.edu.pe/handle/20.500.12394/8378
Andersen, S. L. (2019). Stress, sensitive periods, and substance abuse. Neurobiology of Stress, 10. Scopus. https://doi.org/10.1016/j.ynstr.2018.100140
Barraza-Sánchez, B. E., Pelcastre-Neri, A., Mario, D. M., Hermenegildo, A. Y. I., & Ledezma, J. C. R. (2019). El estrés como problema de salud durante la adolescencia. Educación y Salud Boletín Científico Instituto de Ciencias de la Salud Universidad Autónoma del Estado de Hidalgo, 8(15), 273-276. https://doi.org/10.29057/icsa.v8i15.4804
Beltrán-Velasco, A. I., Mendoza-Castejón, D., Fuentes-García, J. P., & Clemente-Suárez, V. J. (2020). Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. Physiology & Behavior, 225, 113081. https://doi.org/10.1016/j.physbeh.2020.113081
Buzek, T., Poulain, T., Vogel, M., Engel, C., Bussler, S., Körner, A., Hiemisch, A., & Kiess, W. (2019). Relations between sleep duration with overweight and academic stress—Just a matter of the socioeconomic status? Sleep Health, 5(2), 208-215. https://doi.org/10.1016/j.sleh.2018.12.004
Cheng, A., Kolbe, M., Grant, V., Eller, S., Hales, R., Symon, B., Griswold, S., & Eppich, W. (2020). A practical guide to virtual debriefings: Communities of inquiry perspective. Advances in Simulation, 5(1), 18. https://doi.org/10.1186/s41077-020-00141-1
Cohen, S., Kessler, R. C., & Gordon, L. U. (1997). Measuring Stress: A Guide for Health and Social Scientists. Oxford University Press.
Fernández, A. M., Reyes, M. J., & López, M. I. V. (2022). Tecnologías de la información y comunicación (TIC) en formación y docencia. FMC - Formación Médica Continuada en Atención Primaria, 29(3, Supplement 1), 28-38. https://doi.org/10.1016/j.fmc.2022.03.004
Fu, Y., Ren, W., & Liang, Z. (2022). Perceived academic stress and depressive symptoms among Chinese adolescents: A moderated mediation analysis of overweight status. Journal of Affective Disorders, 296, 224-232. https://doi.org/10.1016/j.jad.2021.09.060
Hao, Z., Jin, L., Huang, J., & Wu, H. (2022). Stress, academic burnout, smartphone use types and problematic smartphone use: The moderation effects of resilience. Journal of Psychiatric Research, 150, 324-331. https://doi.org/10.1016/j.jpsychires.2022.03.019
Hezomi, H., & Nadrian, H. (2018). What determines psychological well-being among Iranian female adolescents? Perceived stress may overshadow all determinants. Health Promotion Perspectives, 8(1), 79-87. Scopus. https://doi.org/10.15171/hpp.2018.10
Hitches, E., Woodcock, S., & Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3, 100124. https://doi.org/10.1016/j.ijedro.2022.100124
Hobfoll, Stevan. E. (1998). Conservation of resources: A new attempt at conceptualizing stress. - PsycNET. APA PsycNET. https://doi.org/10.1037/0003-066X.44.3.513
Leslie, K., Brown, K., & Aiken, J. (2021). Perceived academic-related sources of stress among graduate nursing students in a Jamaican University. Nurse Education in Practice, 53, 103088. https://doi.org/10.1016/j.nepr.2021.103088
López, A. D., Sánchez, J. J. M., & Ruiz, A. B. M. (2020). Uso desadaptativo de las TIC en adolescentes: Perfiles, supervisión y estrés tecnológico. Comunicar: Revista científica iberoamericana de comunicación y educación, 64, 29-38.
Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105014. https://doi.org/10.1016/j.childyouth.2020.105014
Maynor, L., Gálvez-Peralta, M., Barrickman, A., Hanif, A., & Baugh, G. (2022). Perceived stress, academic self-concept, and coping mechanisms among pharmacy students following a curricular revision. Currents in Pharmacy Teaching and Learning, 14(2), 159-165. https://doi.org/10.1016/j.cptl.2021.11.013
Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The Association Between School Stress, Life Satisfaction and Depressive Symptoms in Adolescents: Life Satisfaction as a Potential Mediator. Social Indicators Research, 125(1), 339-357. Scopus. https://doi.org/10.1007/s11205-014-0842-0
More Valencia, R. A. (2018). Engineering techniques and methods for the process of teaching and learning in Information and Communication Technologies using social video in students of the University of Piura. 2, 139-143. Scopus.
Noman, M., Kaur, A., & Nafees, N. (2021). Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students. Children and Youth Services Review, 125, 106001. https://doi.org/10.1016/j.childyouth.2021.106001
Ortiz, E. E. D., Meza, M. M., & Cañón, S. (2019). Determinación de los factores de riesgo asociados a la conducta suicida en adolescentes. https://www.scipedia.com/public/Ortiz_et_al_2019a
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. Scopus. https://doi.org/10.1080/02673843.2019.1596823
Saleem, F., Legette, K. B., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97-111. https://doi.org/10.1016/j.jsp.2022.01.001
Tizón, J. L., Ciurana, R., Fernández-Alonso, M. del C., & Buitrago, F. (2022). La salud mental de los jóvenes y la pandemia de la COVID-19: La parcialización y pixelación de la juventud. FMC - Formación Médica Continuada en Atención Primaria, 29(4), 159-163. https://doi.org/10.1016/j.fmc.2021.10.003
Valiente-Barroso, C., Marcos Sánchez, R., Arguedas-Morales, M., & Martínez-Vicente, M. (2021). Tolerancia a la frustración, estrés y autoestima como predictores de la planificación y toma de decisiones en adolescentes. Revista de Estudios e Investigación en Psicología y Educación, 8(1), 1-19. https://doi.org/10.17979/reipe.2021.8.1.7077
Wang, J.-L., Rost, D. H., Qiao, R.-J., & Monk, R. (2020). Academic stress and smartphone dependence among Chinese adolescents: A moderated mediation model. Children and Youth Services Review, 118, 105029. https://doi.org/10.1016/j.childyouth.2020.105029
Watson, P. W. S. J., Sotardi, V. A., Park, J. (Justine), & Roy, D. (2021). Gender self-confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders. Journal of Adolescence, 88, 120-133. https://doi.org/10.1016/j.adolescence.2021.02.009
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org