Resumen de Factores asociados a la disrupción de la educación presencial, en el contexto de la COVID-19: alumnado de Enseñanza Superior hacia la educación virtual
Ciro Andraca Sánchez
, Alejandra Hitahii Muñoz Garcia, Justiniano González González
- español
El presente artículo tiene como objetivo principal, analizar las características asociadas al entorno individual, familiar y educativo de estudiantes de licenciatura en la Universidad Autónoma de Guerrero, frente a la actual crisis sanitaria provocada por la pandemia de la COVID-19, situación que ha derivado en el cierre temporal de las escuelas provocado por el tránsito súbito e inesperado de la educación presencial a la educación virtual.
En este trabajo se encuestó a 51 estudiantes (35 mujeres y 16 hombres). A través del software estadístico SPSS v.25, se realizaron tablas de 2 X 2 para determinar el riesgo (OR), la significación estadística de chi cuadrado (X2) con valores p < .05 (prueba exacta de Fisher). En los resultados se encontró que uno de cada cinco estudiantes tiene dificultades con la conectividad a la red de internet y el 21.5% (11/51) refirió tener problemas para seguir sus estudios debido a la deficiencia de equipo de cómputo propio; la comunicación efectiva con sus profesores; la nueva forma de trabajo virtual; el avance en los contenidos de las unidades de aprendizaje; tener a más de 3 familiares estudiando y, las acciones de la universidad frente a la COVID-19.
En la segunda parte de estudio se utilizó la escala tipo Likert para valorar cinco conglomerados: 1) la comunicación estudiante-docente, 2) la satisfacción con el resultado final, 3) la atención recibida de parte del profesorado, 4) la calificación obtenida con el desarrollo de sus actividades académicas y 5) la forma de evaluación de los aprendizajes.
- English
This research was carried out during the suspension of face-to-face classes due to SARS-CoV-2. Objectives: to identify the factors associated with the problems faced by learners to continue their studies on-line, and to measure the student’s predisposition to this new way of learning. In the study, 51 students were surveyed, 2x2 tables were made to determine the risk (OR), and chi square (X2) and Fisher's exact tests were conducted. A Likert scale was used to assess students’ opinions and perspectives on their educational environment. In the multivariate analysis the factors associated with the problems to continue studying online were: not having devices for their classes; bad or very bad communication with their teachers; working online was considered from ordinary to very bad; not enough progress in the contents; having three or more family members studying; and the actions taken by the university in the face of the pandemic were held to be ordinary or very bad. The Fisher's exact test revealed that female students were faced with more problems to communicate with teachers and to continue with their studies. On the Likert scale, the lack of student-teacher communication was the worst evaluated aspect. Poor student-teacher communication, especially as perceived by female students, is not exclusive of this study and coincides with previous research in which lack of technological tools, connectivity and institutional care are also widely mentioned factors. The effect of the factors associated with the problems to continue studying can be summarized as follows: improving the communication and empathy of the teaching staff in view of the socio-economic context of their students In this work, 51 students (35 women and 16 men) were surveyed. Using SPSS v.25 statistical software, 2 X 2 tables were made to determine the risk (OR), the statistical significance of chi square (X2) with p values <.05 (Fisher's exact test). In the results, it was found that one in five students has difficulties with connectivity to the internet network and 21.5% (11/51) reported having problems to continue their studies due to the deficiency of their own computer equipment; effective communication with their teachers; the new form of virtual work; progress in the contents of the learning units; have more than 3 family members studying and, the actions of the university against COVID-19.
In the second part of the study, the Likert-type scale was used to assess five clusters: 1) student-teacher communication, 2) satisfaction with the final result, 3) the attention received from teachers, 4) the grade obtained with the development of their academic activities and 5) the way of evaluating learning.
