How did covid19 affect online postgraduate students? A case study

Authors

  • Alejandro M. Rosas Mendoza Instituto Politécnico Nacional / CICATA-Legaria
  • Juan Gabriel Molina Zavaleta Instituto Politécnico Nacional / CICATA-Legaria

DOI:

https://doi.org/10.37467/revhuman.v18.4852

Keywords:

COVID-19 pandemic, Online master, Active teachers, Technological platform, Emotional conflicts, Institutional pressure

Abstract

We present 2 cases of active mathematics teachers, meanwhile study in an online and asynchronous master’s program in Educational Mathematics, and the complications they experienced with the closure of the schools where they teach due to the COVID-19 pandemic. The shift from face-to-face classes to online classes required them to learn new tools and develop new skills, forcing them to spend more time preparing for their classes and less time on their master’s studies. The result was that instead of graduating in 4 or 5 semesters, students took 6 or 7 semesters to complete their research and write their thesis.

References

Aristovnik, A., Kerzic, D., Ravselj, D., Tomazevic, N., & Umek,L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20). https://doi.org/10.3390/su12208438

Banco Internacional de Reconstrucción y Fomento (2021). El estado de la crisis educativa mundial: un camino hacia la recuperación. Autor. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/402111638769366449/executive-summary

Barlow, R. (2021, December 14). Homeschooling Up, Public Schooling Down during COVID-19, BU-Aided Research Finds. BU Today. https://www.bu.edu/articles/2021/homeschooling-rising-public-school-down-during-covid-19/

Del-Moral-Pérez, M. E., Bellver-Moreno, M. del C., Guzman-Duque, A. y López-Bouzas, N. (2021). Concienciación juvenil frente al COVID-19 en España y Latinoamérica: análisis de spots en YouTube. Revista Latina De Comunicación Social, 79, 23-49. https://doi.org/10.4185/RLCS-2021-1510

Dimopoulos, K, Koutsampelas, C., & Tsatsaroni, A. (2021). Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies. European Educational Research Journal, 20(4), 479-497. https://doi.org/10.1177/14749041211023331

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company. https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning

Economic Commission for Latin America and the Caribbean & Regional Bureau for Education in Latin America and the Caribbean of the United Nations Educational, Scientific and Cultural Organization. (2020). COVID-19 Report ECLAC-UNESCO. Education in time of COVID-19. Organización de las Naciones Unidas.

Eggleston, C., & Fields, J. (2021, March 22). Homeschooling on the Rise During COVID-19 Pandemic. Webpage of United States Census Bureau. https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html

Escudero, J., Delfín, L. A., & Gutiérrez, L. (2008). El estudio de caso como estrategia de investigación en las ciencias sociales. Ciencia Administrativa, 1, 7-10. https://www.uv.mx/iiesca/difusion/revista-nueva/

Fontenelle-Tereshchuk, D. (2021). ‘Homeschooling’ and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning. Interchange, 52(2), 167-191. https://doi.org/10.1007/s10780-021-09420-w

Hardgreaves, A. (2021). What the COVID-19 pandemic has taught us about teachers and teaching. Science Applications Forum, 6. https://doi.org/10.1139/facets-2021-0084

Hoofman, J., & Secord, E. (2021). The Effect of COVID-19 on Education. Pediatric Clinics, 68(5), 1071-1079. https://doi.org/10.1016/j.pcl.2021.05.009

Johnson, R.Z. (2021). Homeschooling during covid-19: a case study [Master Thesis, Northern Michigan University]. https://commons.nmu.edu/theses/671

Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process: International Journal, 10(1), 7-12. http://dx.doi.org/10.22521/edupij.2021.101.1

Martínez Carazo, P. C. (2006). El método de estudio de caso: estrategia metodológica de la investigación científica. Pensamiento & Gestión, 20, 165-193. https://www.redalyc.org/articulo.oa?id=64602005

Meinck, S., Fraillon, J., & Strietholt, R. (2022). The impact of the COVID-19 pandemic on education. International evidence from the responses to educational disruption survey (REDS). United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000380398

Monroy-Gómez-Franco, L., Vélez-Grajales, R., & López-Calva, L.F. (2022). The potential effects of the COVID-19 pandemic on learning. International Journal of Educational Development, 91, 1-14. https://doi.org/10.1016/j.ijedudev.2022.102581

Muftahu, M. (2020). Higher Education and Covid-19 Pandemic: Matters Arising and the Challenges of Sustaining Academic Programs in Developing African Universities. International Journal of Educational Research Review, 5(4), 417-423. https://doi.org/10.24331/ijere.776470

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481

Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Educación en tiempos de pandemia: reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador. Revista Latina de Comunicación Social, 78, 1-21. www.doi.org/10.4185/RLCS-2020-1466

Yacuzzi, E. (2005). El estudio de caso como metodología de investigación: teoría, mecanismos causales, validación. No 296, CEMA Working Papers: Serie Documentos de Trabajo. https://www.ucema.edu.ar/publicaciones/download/documentos/296.pdf

Zhao, Y., & Watterston. J. (2021). The changes we need: Education post COVID‐19. Journal of Educational Change, 22, 3–12. https://doi.org/10.1007/s10833-021-09417-3

Downloads

Published

2023-03-03

How to Cite

Rosas Mendoza, A. M., & Molina Zavaleta, J. G. (2023). How did covid19 affect online postgraduate students? A case study. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 18(1), 1–9. https://doi.org/10.37467/revhuman.v18.4852

Issue

Vol. 18 No. 1 (2023): Monograph: "Effects of the pandemic on teaching. COVID reteaches how to teach"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org