Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic

Considering the numerous difficulties faced in the educational field by professors during the pandemic, the researchers identified some effects such as those related to a new psycho-emotional competence habituation in the use of techno-virtuality. Therefore, the objective of this paper was to charac...

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Detalles Bibliográficos
Autores: Picón, Gerardo Armando, Cáceres Samaniego, Coral Stefany
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:Costa Rica
Institución:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Idioma:español
OAI Identifier:oai:portal.ucr.ac.cr:article/53696
Acceso en línea:https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696
Access Level:acceso abierto
Palabra clave:Distance Education
Online Education
Virtual Education
Distance Learning
Distance Training
Educación a distancia
Educación en línea
Educación virtual
Enseñanza a distancia
Formación a distancia
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oai_identifier_str oai:portal.ucr.ac.cr:article/53696
network_acronym_str CR
network_name_str Costa Rica
repository_id_str
dc.title.none.fl_str_mv Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
Caracterización del desarrollo de las clases virtuales desde la perspectiva de docentes universitarios durante la pandemia por COVID-19
title Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
spellingShingle Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
Picón, Gerardo Armando
Distance Education
Online Education
Virtual Education
Distance Learning
Distance Training
Educación a distancia
Educación en línea
Educación virtual
Enseñanza a distancia
Formación a distancia
title_short Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
title_full Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
title_fullStr Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
title_full_unstemmed Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
title_sort Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 Pandemic
dc.creator.none.fl_str_mv Picón, Gerardo Armando
Cáceres Samaniego, Coral Stefany
author Picón, Gerardo Armando
author_facet Picón, Gerardo Armando
Cáceres Samaniego, Coral Stefany
author_role author
author2 Cáceres Samaniego, Coral Stefany
author2_role author
dc.subject.none.fl_str_mv Distance Education
Online Education
Virtual Education
Distance Learning
Distance Training
Educación a distancia
Educación en línea
Educación virtual
Enseñanza a distancia
Formación a distancia
topic Distance Education
Online Education
Virtual Education
Distance Learning
Distance Training
Educación a distancia
Educación en línea
Educación virtual
Enseñanza a distancia
Formación a distancia
description Considering the numerous difficulties faced in the educational field by professors during the pandemic, the researchers identified some effects such as those related to a new psycho-emotional competence habituation in the use of techno-virtuality. Therefore, the objective of this paper was to characterize the development of virtual classes from the perspective of the professors of the Universidad del Norte subsidiary Itá, Paraguay, during the COVID-19 pandemic. Regarding the type of research, it consisted of a non-experimental, mixed, descriptive, and cross-sectional one, in which the investigators employed techniques such as survey and observation. In terms of the study population, it consisted of 46 teachers. Furthermore, the results indicated that the use of technologies to develop educational activities produced didactic methodological variants for teachers and learning for students, both in the development of the topics and in the way of examining or verifying the acquisition of knowledge and achievement of objectives. When using different technological resources, the professors found difficulties such as the lack of previous preparation, poor connection or access to the Internet, and a longer time spent preparing classes. However, the virtual distance modality allowed progress in the educational field despite obstacles, resulting in a useful and convenient alternative in the learning process. Nonetheless, in order to achieve greater efficiency in teaching-learning a process of continuous and comprehensive improvement of this modality must be established.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-26
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
Refereed article
Artículo arbitrado
artículo original
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info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696
10.15517/revedu.v47i2.53696
url https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696
identifier_str_mv 10.15517/revedu.v47i2.53696
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696/56619
https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696/57046
dc.rights.none.fl_str_mv Derechos de autor 2023 Revista Educación
http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.en_US
acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2023 Revista Educación
http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.en_US
acceso abierto
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv Universidad de Costa Rica
publisher.none.fl_str_mv Universidad de Costa Rica
dc.source.none.fl_str_mv Revista Educación - Journal of Education; Vol. 47, Num. 2 (2023): Journal of Education (July-December); 1-23
Revista Educación; Vol. 47, Num. 2 (2023): Revista Educación (julio-diciembre); 1-23
Revista de Educación; Vol. 47, Num. 2 (2023): Revista Educación (julio-diciembre); 1-23
2215-2644
0379-7082
reponame:Portal de Revistas UCR
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instname_str Universidad de Costa Rica
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institution UCR
reponame_str Portal de Revistas UCR
collection Portal de Revistas UCR
repository.name.fl_str_mv Portal de Revistas UCR - Universidad de Costa Rica
repository.mail.fl_str_mv jorge.polanco@ucr.ac.cr
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spelling Characterization of Virtual Classes Development from the Perspective of College Professors during the COVID-19 PandemicCaracterización del desarrollo de las clases virtuales desde la perspectiva de docentes universitarios durante la pandemia por COVID-19Picón, Gerardo ArmandoCáceres Samaniego, Coral Stefany Distance EducationOnline EducationVirtual EducationDistance LearningDistance TrainingEducación a distanciaEducación en líneaEducación virtualEnseñanza a distanciaFormación a distanciaConsidering the numerous difficulties faced in the educational field by professors during the pandemic, the researchers identified some effects such as those related to a new psycho-emotional competence habituation in the use of techno-virtuality. Therefore, the objective of this paper was to characterize the development of virtual classes from the perspective of the professors of the Universidad del Norte subsidiary Itá, Paraguay, during the COVID-19 pandemic. Regarding the type of research, it consisted of a non-experimental, mixed, descriptive, and cross-sectional one, in which the investigators employed techniques such as survey and observation. In terms of the study population, it consisted of 46 teachers. Furthermore, the results indicated that the use of technologies to develop educational activities produced didactic methodological variants for teachers and learning for students, both in the development of the topics and in the way of examining or verifying the acquisition of knowledge and achievement of objectives. When using different technological resources, the professors found difficulties such as the lack of previous preparation, poor connection or access to the Internet, and a longer time spent preparing classes. However, the virtual distance modality allowed progress in the educational field despite obstacles, resulting in a useful and convenient alternative in the learning process. Nonetheless, in order to achieve greater efficiency in teaching-learning a process of continuous and comprehensive improvement of this modality must be established.Teniendo en cuenta la variabilidad de las dificultades que se presentaron durante la pandemia en el ámbito educativo ante el desempeño de docentes, se mencionan algunos efectos como los relacionados ante una nueva habituación psicoemocional competencial en el uso de la tecno virtualidad. El objetivo del estudio fue caracterizar el desarrollo de las clases virtuales desde la perspectiva del profesorado de la Universidad del Norte filial Itá, Paraguay, durante la pandemia por COVID-19. Fue una investigación no experimental, mixta, descriptiva y transversal, empleando las técnicas de encuesta y observación, además, se incluyen como sujetos de estudio a toda la población, constituida por 46 docentes. Los resultados indican que la utilización de las tecnologías para desarrollar actividades educativas produjo variantes metodológicas didácticas para los docentes y de aprendizaje para el alumnado, tanto en el desenvolvimiento de los temas como en la manera de examinar o comprobar la adquisición de conocimientos y logro de los objetivos. Los docentes utilizaron distintos recursos tecnológicos donde encontraron dificultades como la falta de preparación previa, mala conexión o acceso a internet y el mayor tiempo utilizado en la preparación de clases. La modalidad a distancia virtual permitió lograr avances en el ámbito educativo a pesar de obstáculos, resultando una alternativa útil y conveniente en el proceso de aprendizaje. Sin embargo, debe establecerse un proceso de mejoramiento continuo e integral de esta modalidad para lograr mayor eficiencia de la enseñanza aprendizaje.Universidad de Costa Rica2023-07-26info:eu-repo/semantics/publishedVersionRefereed articleArtículo arbitradoartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfapplication/ziphttps://revistas.ucr.ac.cr/index.php/educacion/article/view/5369610.15517/revedu.v47i2.53696Revista Educación - Journal of Education; Vol. 47, Num. 2 (2023): Journal of Education (July-December); 1-23Revista Educación; Vol. 47, Num. 2 (2023): Revista Educación (julio-diciembre); 1-23Revista de Educación; Vol. 47, Num. 2 (2023): Revista Educación (julio-diciembre); 1-232215-26440379-7082reponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRspahttps://revistas.ucr.ac.cr/index.php/educacion/article/view/53696/56619https://revistas.ucr.ac.cr/index.php/educacion/article/view/53696/57046Derechos de autor 2023 Revista Educaciónhttp://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.en_USacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2023-09-13T18:23:04Zoai:portal.ucr.ac.cr:article/53696Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T09:54:54.062Portal de Revistas UCR - Universidad de Costa Ricafalse
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