Clases en línea versus clases tradicionales: el caso de la enseñanza de la historia
The Case of History Teaching
DOI:
https://doi.org/10.48017/dj.v8i3.2652Palabras clave:
Educational technology, Online learning, Teacher training, Hybridity, Higher educationResumen
La educación superior ha sufrido un cambio masivo debido a la pandemia de COVID-19 en todo el mundo. Muchas instituciones de educación superior no estaban preparadas para los efectos disruptivos de la pandemia, pero la adopción de plataformas de enseñanza y aprendizaje en línea fue rápida y exitosa para la mayoría de ellas. Este cambio repentino trajo nuevos desafíos y limitaciones, así como nuevas oportunidades y perspectivas a la educación superior en general y a los programas de formación docente en particular. Con el fin de proporcionar una visión profunda de las experiencias de los futuros docentes con el modo de aprendizaje en línea, este estudio de caso longitudinal tuvo como objetivo comparar las percepciones iniciales de los participantes de la educación en línea con las obtenidas diecinueve meses después del comienzo de la pandemia. Dado que las opiniones iniciales pueden ser engañosas, se supone que una comparación entre las opiniones iniciales y posteriores del aprendizaje en línea estaría bien fundada, lo que tendría implicaciones sólidas para el futuro de las plataformas de enseñanza y aprendizaje en línea para los tiempos posteriores a COVID. . Nueve estudiantes de pregrado que estudian en el departamento 96-436x de una universidad privada en Nicosia participaron en el estudio actual. Los datos fueron obtenidos a través de ensayos reflexivos para ser analizados cualitativamente. En general, los resultados indicaron que el modo de instrucción y aprendizaje en línea no se vio favorecido al comienzo de la pandemia, ya que todos los temas que surgieron fueron negativos. Sin embargo, el análisis de estos últimos datos indicó que las opiniones de los participantes mejoraron drásticamente. Por lo tanto, los resultados tienen algunas implicaciones para el futuro de la educación superior.
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