Abstract

ALVAREZ, Marisa et al. Teaching at graduate level in the context of emergency virtualization. Learning and challenges for the future in the experience of the National University of Tres de Febrero. Innovaciones Educativas [online]. 2020, vol.22, suppl.1, pp.171-187. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v22iespecial.3153.

The work presents partial results of a case study on the virtualization of “emergency” teaching, as a response to the forced interruption of face-to-face classes in the context of the current COVID-19 pandemic. The case analyzed corresponds to the graduate level of the National University of Tres de Febrero (UNTREF), in Argentina. The methodological strategy used was quantitative and descriptive. It consisted in the application of an online self-administered questionnaire to the universe of graduate teachers who taught classes in the first semester of 2020, to learn the perceptions and opinions regarding the teaching virtualization process.

The study shows that, although most of the teachers surveyed have considerable graduate level teaching experience, a third of them had never performed teaching tasks in virtual environments. On the other hand, most of the teachers had to introduce changes in their subject to adapt it to the new demands of virtuality. There are mainly two learnings for future teaching performance that stand out, resulting from the recent virtualization experience: the learning of new digital media that can be used in face-to-face teaching, in order to combine regular dictation with tools provided by virtuality, and the incorporation of technological tools that can be sustained to improve interaction with students. The article, in the end, analytically discusses the potentials, limitations and future perspectives of educational virtualization in emergencies.

Keywords : Higher education; distance education; educational innovation; university; post-university course; COVID-19.

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