Transition of Teachers and Students in Central America and the Caribbean to Emergency Remote Teaching
Authors
Detalles
Published
Abstract
Closure of higher education institutions in the face of the COVID-19 pandemic forced a necessary transition to Emergency Remote Teaching (ERT). The objective of this study is to describe the landscape of the ERT transition based on the experiences of tertiary level teachers and students in Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica and the Dominican Republic, in the context of the COVID-19 pandemic. The study is framed within a descriptive quantitative approach. A Google Forms Questionnaire was sent, with 37 questions directed to the faculty and 38 questions for the student body. A total of 426 teachers and 175 students participated in the survey. It was found that 67.4% of teachers and 74% of students were using remote learning modality for the first time. Teachers identified a series of challenges inherent to ERT and also detailed the activities and materials they used the most for their remote classes. Relevant information was also found on adapting classes into ERT, accessing to resources in ERT, motivation and support of their students’ progress, teaching mastery in ERT, university support for both groups, time dedicated to planning and studying, and progress and understanding of content taught.
Keywords
How to Cite
Downloads
Metrics
References
Adarkwah, M. A. (2020). “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 2. https://doi.org/10.1007/s10639-020-10331-z
Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing Quality E-Learning Environments for Emergency Remote Teaching in Coronavirus Crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135-137. https://bit.ly/2ZUlzIG
Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences, 121(5/6), 471-478. https://doi.org/10.1108/ILS-04-2020-0100
Álvarez-Marinielli, H., Arias-Ortiz, E., Bergamaschi, A., López-Sánchez, Á., Noli, A., Ortiz-Guerrero, M., Pérez-Alfaro, M., Rieble-Aubourg, S., Rivera, M. C., Scannone, R., Vásquez, M., & Viteri, A. (2020). La educación en tiempos del coronavirus. Los sistemas educativos de América Latina y el Caribe ante COVID-19. Banco Interamericano de Desarrollo. https://bit.ly/3bZZvRl
Area-Moreira, M. (2020). De la enseñanza semipresencial a la enseñanza online en tiempos de Covid19. Visiones del alumnado. Campus Virtuales, 9(2), 35-50. https://r.issu.edu.do/l?l=10880zx4
Carranza-Marchena, P., & Zamora-Sánchez, G. (2020). Desafíos y oportunidades en tiempos del COVID-19: contexto pedagógico desde la Universidad Nacional y la Universidad Estatal a Distancia. Innovaciones Educativas, 22(Especial), 162-170. https://doi.org/10.22458/ie.v22iespecial.3154
Chehaibar, L. (2020). Flexibilidad curricular. Tensiones en tiempos de pandemia. En Educación y pandemia. Una visión académica (pp. 83-91). UNAM.
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770
Cicek, A., Cankaya, I., Ucer, H., & Cetin, M. (2017). The Effect of Information Literacy on Teachers’ Critical Thinking Disposition. Journal of Education and Learning, 6(3), 31. https://doi.org/10.5539/jel.v6n3p31
Costa, M. R. M., & Sousa, J. C. (2020). Educação a Distância e Universidade Aberta do Brasil: reflexões e possibilidades para o futuro pós-pandemia. Revista Thema, 18(especial), 124. https://doi.org/10.15536/thema.V18.Especial.2020.124-135.1832
De Bruin, A. B. H., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. Educational Psychology Review, 32(4), 903-915. https://doi.org/10.1007/s10648-020-09576-4
Demetriou, A., Kazi, S., Makris, N., & Spanoudis, G. (2020). Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence. Intelligence, 79, 101432. https://doi.org/10.1016/j.intell.2020.101432
Dickinson, K. J., & Gronseth, S. L. (2020). Application of Universal Design for Learning (UDL) Principles to Surgical Education During the COVID-19 Pandemic. Journal of Surgical Education, 77(5), 1008-1012. https://doi.org/10.1016/j.jsurg.2020.06.005
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society (EKS), 21, 26. https://doi.org/10.14201/eks.23086
Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community Matters: Student-Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment. Journal of Chemical Education, 97(9), 3332-3335. https://doi.org/10.1021/acs.jchemed.0c00635
Guerra-Báez, S. P. (2019). Una revisión panorámica al entrenamiento de las habilidades blandas en estudiantes universitarios. Psicologia Escolar e Educacional, 23. https://doi.org/10.1590/2175-35392019016464
Mosanya, M. (2020). Buffering Academic Stress during the COVID-19 Pandemic Related Social Isolation: Grit and Growth Mindset as Protective Factors against the Impact of Loneliness. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-020-00043-7
Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., & Bretagnol, F. (2020). Daily medical education for confined students during COVID-19 pandemic: A simple videoconference solution. Clinical Anatomy, April, 1-2. https://doi.org/10.1002/ca.23601
Nacional Unidas, CEPAL, & UNESCO. (2020). La educación en tiempos de la pandemia de Covid-19. CEPAL, UNESCO. https://bit.ly/33oMZa0
Lowenthal, P. R., Borup, J., West, R. E., & Archambault, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 383-391. https://r.issu.edu.do/l?l=1088177u
Pick, S., Sirkin, J., Ortega, I., Osorio, P., Martínez, R., Xocolotzin, U., & Givaudan, M. (2007). Escala para medir agencia personal y empoderamiento (ESAGE). Interamerican Journal of Psychology, 41(3), 295-304. https://bit.ly/2J7kpni
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 1-23. https://doi.org/10.1007/s42438-020-00155-y
Reimers, F., & Schleicher, A. (2020). Un marco para guiar una respuesta educativa a la pandemia del 2020 del COVID-19. https://bit.ly/3pYmra2
Schlesselman, L. (2020). Perspective from a teaching and learning center during Emergency Remote Teaching. American Journal of Pharmaceutical Education, 84(6), 1-2. https://doi.org/10.5688/ajpe8142
Sen, A. (1985). Well-Being, Agency and Freedom: The Dewey Lectures 1984. The Journal of Philosophy, 82(4), 169-221.
Stufflebeam, D. L. (2002). The CIPP Model for Evaluation. En D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan (Eds.), Evaluation models: Viewpoints on educational and human services evaluation (pp. 279-319). Kluwer Academic Publishers.
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, 78, 1-21. https://doi.org/10.4185/rlcs-2020-1466
Trust, T., & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. https://bit.ly/3o0WlRN
UNESCO/Instituto Internacional para la Educación Superior en América Latina y el Caribe. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. https://bit.ly/2DD7IxZ
Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., Gopalan, M., Mhatre, M., Ferguson, R., Duckworth, A. L., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369. https://doi.org/10.1038/s41586-019-1466-y
Yen, T. T. F. (2020). The Performance of Online Teaching for Flipped Classroom Based on COVID-19 Aspect. Asian Journal of Education and Social Studies, 8(3), 57-64. https://doi.org/10.9734/AJESS/2020/v8i330229
Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., & Yu, F. (2018). From growth mindset to grit in Chinese Schools: The mediating roles of learning motivations. Frontiers in Psychology, 9, 1-7. https://doi.org/10.3389/fpsyg.2018.02007
Section
License
Copyright (c) 2021 Caribbean Educational Research Journal (RECIE)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.