Emerging Pedagogies developed for higher education from the covid-19 curfew
DOI:
https://doi.org/10.32870/Ap.v14n1.2149Keywords:
Emerging pedagogy, Higher education, Distance e-learningAbstract
Presenting the results had the goal was to identify the knowledge obtained by the experience of teachers during the confinement for the pandemic, in the months of January to June 2020. The methodological approach was a mixture of two stages: The first one was quantitative, in which a survey was carried out on a suitable non-random sample on six universities with in the country. The second one was qualitative, in which semi-structured interviews were carried out on teachers that have experience on both regular learning and distance learning modes caused by the lockdown. The results, from a systemic perspective on the emergent situation, allowed us to recognize the institutions and teachers as knowledge managers. We can observe how the actors managed to bring balance to their institutional structures, as well as to the teaching and learning processes. Notwithstanding the fact that this research was carried out on private universities and that only the learning experience acquired by the transitioning to distant learning was retrieved, the findings contribute pedagogical field create in the crisis, regarding the efficient learning-oriented measurements and organizational structure.
References
CEPAL-Unesco. (2020). La educación en tiempo de pandemia. Informe COVID-19. Cepal. https://repositorio.cepal.org/bitstream/handle/11362/45904/S2000510_es.pdf?sequence=1&isAllowed=y
Creswell, J. W. & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. LA: Sage.
Hernández, G. (1998). Paradigmas en psicología de la educación. México: Paidós.
Hodges, C.; Moore, S.; Lockee, B.; Trust, T. & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE. http://hdl.handle.net/10919/104648
IISUE. (2020). Educación y pandemia. Una visión académica. México: UNAM. https://www.iisue.unam.mx/nosotros/covid/educacion-y-pandemia
Luhmann, N. (1996). Introducción a la teoría de sistemas. México: Universidad Iberoamericana.
Norbert, E. (2008). El proceso de la civilización. Investigaciones sociogenéticas y psicogenéticas. México: Fondo de Cultura Económica.
Maturana, H. y Varela, F. (1995). De máquinas y seres vivos. Santiago, Chile: Editorial Universitaria.
Means, B.; Bakia, M. & Murphy, R. (2014). Learning Online: What Research Tells Us about Whether, When and How. New York: Routledge.
Mintzberg, H. (1991) Diseño de organizaciones eficientes. Canadá: McGill University.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco). (2020). Educación: de la interrupción a la recuperación. https://en.unesco.org/covid19/educationresponse
Ramírez, D. y Chávez, L. (2012). El concepto de mediación en la comunidad del conocimiento. Sinéctica, (39), pp. 1-16. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-109X2012000200004&lng=es&tlng=es
Salazar, D. y Torres, J. (2014). Pedagogías emergentes y aprendizaje emergente. Nuevos retos para las universidades del siglo XXI (conferencia). Simposio Internacional Educación, Formación Docente y Práctica Pedagógica en Contexto. Colombia. https://www.researchgate.net/publication/282863033_Pedagogias_emergentes_y_aprendizaje_emergente_nuevos_retos_para_las_universidades_del_Siglo_XXI
Schleicher, Andreas. (2020). The impact of COVID-19 on education – insights from education at a glance 2020. OECD. https://www.oecd. org/education/the-impact-of-covid-19-on-education-insightseducation-at-a-glance-2020.pdf
Silas, J. y Vázquez, S. (2000). El docente universitario frente a las tensiones que le plantea la pandemia. Revista Latinoamericana de Estudios Educativos, L(número especial), pp. 89-120. https://doi.org/10.48102/rlee.2020.50.ESPECIAL.97
Uribe López, A.; Arredondo Cortés, S. & López Mayoral, M. (2019). Diagnóstico de Gestión Institucional: Un Estudio de Caso en Educación Básica. Revista de la Facultad de Contaduría y Ciencias Administrativas, 4(7), pp. 9-22. https://rfcca.umich.mx/index.php/rfcca/article/view/106
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
