El efecto de la COVID-19 en profesores en línea: un estudio de caso

Autores

  • 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

Palavras-chave:

Pandemia COVID-19, Maestría en línea, Profesores en activo, Plataforma tecnológica, Conflictos emocionales, Presión institucional

Resumo

Presentamos 2 casos de docentes de matemáticas activos, mientras estudian una Maestría en Matemática Educativa en línea y asincrónica; y las complicaciones que vivieron con el cierre de las escuelas donde imparten clases debido a la pandemia del COVID-19. El cambio de clases presenciales a clases en línea les exigió aprender nuevas herramientas y desarrollar nuevas habilidades, obligándolos a pasar más tiempo preparando sus clases y menos tiempo en sus estudios de maestría. El resultado fue que, en lugar de graduarse en 4 semestres, los estudiantes tardaron 6 semestres en completar su investigación y escribir su tesis.

Referências

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

Publicado

2023-03-03

Como Citar

Rosas Mendoza, A. M., & Molina Zavaleta, J. G. (2023). El efecto de la COVID-19 en profesores en línea: un estudio de caso. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 18(1), 1–9. https://doi.org/10.37467/revhuman.v18.4852

Edição

v. 18 n. 1 (2023): Monografía: "Efeitos da pandemia no ensino. COVID reensina como ensinar"

Seção

Artigos de pesquisa (monográfico)

Licença

Os autores/as que publicam nesta revista concordam com os seguintes termos:

  1. Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
  2. Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
  3. No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org.