Biblioteca Digital de VanguardiaFaculty perceptions of extra-cognitive factors in virtual teaching during the pandemic
The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergen...
| Autores principales: | , , |
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| Formato: | Revistas |
| Lenguaje: | Español |
| Publicado: |
Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador
2023
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| Acceso en línea: | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632 |
| _version_ | 1782344311545790464 |
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| author | Andrés, Gonzalo D. Macbeth, Guillermo E. San-Martín, Patricia S. |
| author_facet | Andrés, Gonzalo D. Macbeth, Guillermo E. San-Martín, Patricia S. |
| author_sort | Andrés, Gonzalo D. |
| collection | Revista |
| description | The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergency educational virtualization. The methodology regards a case study. For the collection of information, a virtual survey was used that led to a qualitative and quantitative analysis of the responses. A statistical analysis of language patterns was implemented through the program Linguistic Inquiry and Word Count in order to examine affective, cognitive, and social processes linked to the use of technologies during the pandemic. The results indicate that, whereas the faculty had available technologies, abilities to use them, and an appropriate institutional environment, in that moment emerging difficulties manifested related to the conditions of livability and the possibilities of spatial-temporal organization for carrying out telework. It is concluded that extracognitive factors, such as domestic conditions and perceptions of virtuality in teaching, are two unavoidable aspects for moving towards modalities with a higher degree of mediatization during the post-pandemic period. |
| format | Revistas |
| id | iconos-article-5632 |
| institution | Íconos - Revista de Ciencias Sociales |
| language | Español |
| publishDate | 2023 |
| publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador |
| record_format | ojs |
| spelling | iconos-article-56322023-09-01T15:03:07Z Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic Percepciones del profesorado sobre factores extracognitivos en la enseñanza virtual durante la pandemia Percepções de professores sobre fatores extracognitivos no ensino virtual durante a pandemia Andrés, Gonzalo D. Macbeth, Guillermo E. San-Martín, Patricia S. covid-19 educación percepciones tecnología universidad virtualidad COVID-19 education perceptions technology university virtuality covid-19 educação percepções tecnologia universidade virtualidade The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergency educational virtualization. The methodology regards a case study. For the collection of information, a virtual survey was used that led to a qualitative and quantitative analysis of the responses. A statistical analysis of language patterns was implemented through the program Linguistic Inquiry and Word Count in order to examine affective, cognitive, and social processes linked to the use of technologies during the pandemic. The results indicate that, whereas the faculty had available technologies, abilities to use them, and an appropriate institutional environment, in that moment emerging difficulties manifested related to the conditions of livability and the possibilities of spatial-temporal organization for carrying out telework. It is concluded that extracognitive factors, such as domestic conditions and perceptions of virtuality in teaching, are two unavoidable aspects for moving towards modalities with a higher degree of mediatization during the post-pandemic period. La pandemia de la covid-19 provocó que se instaurara en Argentina durante el 2020 la modalidad a distancia para continuar las clases en el sistema universitario. En este artículo se presenta un estudio sobre las percepciones y perspectivas del profesorado de la Facultad de Ciencias de la Educación de la Universidad Nacional de Entre Ríos sobre esta virtualización educativa de emergencia. La metodología se enmarca en el estudio de caso; para la recolección de la información se recurrió a una encuesta virtual y se efectuó un análisis cualitativo y cuantitativo de las respuestas. Se implementó un análisis estadístico de patrones de uso del lenguaje mediante el programa Linguistic Inquiry and Word Count para examinar los procesos afectivos, cognitivos y sociales vinculados al uso de las tecnologías durante la pandemia. Los resultados indican que, si bien el profesorado contaba con tecnologías disponibles, tenía habilidades para su uso y disponía del entorno virtual institucional, en ese momento se manifestaron dificultades emergentes relacionadas con sus condiciones de habitabilidad y con las posibilidades de organización espaciotemporal para realizar el teletrabajo. Se concluye que factores extracognitivos, como las condiciones domésticas y las percepciones sobre la virtualidad en la enseñanza, son dos aspectos insoslayables para avanzar hacia modalidades con mayor grado de mediatización durante la pospandemia. A pandemia de covid-19 fez com que a modalidade a distância fosse instituída na Argentina em 2020 para dar continuidade às aulas no sistema universitário. Este artigo apresenta um estudo sobre as percepções e perspectivas do corpo docente da Faculdade de Ciências da Educação da Universidade Nacional de Entre Ríos sobre esta virtualização educacional emergencial. A metodologia enquadra-se no estudo de caso. Para recopilar a informação foi utilizado um questionário virtual e foi realizada uma análise qualitativa e quantitativa das respostas. Uma análise estatística dos padrões de uso da linguagem foi implementada usando o programa Linguistic Inquiry and Word Count para examinar os processos afetivos, cognitivos e sociais ligados ao uso de tecnologias durante a pandemia. Os resultados indicam que, embora o corpo docente dispusesse de tecnologias disponíveis, possuísse habilidades para seu uso e o ambiente virtual institucional, naquele momento manifestavam-se dificuldades emergentes relacionadas às suas condições de habitabilidade e às possibilidades de organização espaço-temporal para realizar o teletrabalho. Conclui-se que os fatores extracognitivos, como as condições domésticas e as percepções de virtualidade no ensino, são dois aspectos incontornáveis para avançar para modalidades com maior grau de midiatização durante o período pós-pandemia. Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador 2023-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf text/html text/xml application/epub+zip https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632 10.17141/iconos.77.2023.5632 Íconos - Revista de Ciencias Sociales; Núm. 77 (2023): Élites económicas y poder político en América Latina; 117-135 Íconos - Revista de Ciencias Sociales; n. 77 (2023): Elites econômicas e poder político na América Latina; 117-135 Íconos. Revista de Ciencias Sociales; No. 77 (2023): Economic elites and political power in Latin America ; 117-135 1390-8065 1390-1249 spa https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632/4426 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632/4443 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632/4444 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632/4459 Derechos de autor 2023 Gonzalo Andrés, Guillermo Macbeth, Patricia San Martin https://creativecommons.org/licenses/by-nd/3.0/deed.es_ES |
| spellingShingle | Andrés, Gonzalo D. Macbeth, Guillermo E. San-Martín, Patricia S. Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title | Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title_full | Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title_fullStr | Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title_full_unstemmed | Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title_short | Faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| title_sort | faculty perceptions of extra-cognitive factors in virtual teaching during the pandemic |
| url | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5632 |