Mirada post-pandémica del estudiantado sobre las innovaciones docentes en la pandemia. Aportes para la docencia universitaria

• Haas Prieto, Valentina ^[1] ; Garrido-Miranda, José Miguel ^[1]
  1. [1] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
• Localización: Nuevas investigaciones educativas para definir la enseñanza y el aprendizaje / coord. por Rosabel Martínez Roig, Cristina Pulido Montes, Borja Mateu Luján, 2024, ISBN 978-84-1079-033-9, págs. 129-137
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • During the COVID-19 pandemic, higher education faced the uncertainty caused by the implementation of remote training, through various innovations that reconfigured communication, teaching methodologies and evaluation practices, implying a fundamental reevaluation of educational functions, roles and practices. This leads to a relevant question in the educational field, which relates to the assessments that students make of the teaching innovations implemented during the pandemic and that have endured over time. In this framework, through a case study in a university in central Chile, the innovative strategies adapted by university faculty professors during the pandemic are explored and contrasted with the students’ perceptions of good practices that should be projected on time. For this, on the one hand, self-reports of 22 teachers of education careers and questionnaires were analysed, and on the other hand, the results of a collaborative reflection session of 15 students of the same collected, evidence that is triangulated. The results lead to the conclusion that students emphasise the holistic integration of socioemotional dimensions in pedagogical frameworks, along with a preference for participatory teaching methodologies and a nuanced response to individual needs. The fundamental role of the symbiotic relationship between cognition and emotion in improving educational effectiveness is discussed. Leveraging lessons from this period are vital for building a more inclusive and effective educational future in higher education.