Challenges of Virtual Education during the COVID-19 Pandemic: Experiences of Mexican University Professors and Students
Challenges of Virtual Education during the COVID-19 Pandemic: Experiences of Mexican University Professors and Students
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COVID-19 大流行期间虚拟教育的挑战：墨西哥大学教授和学生的经验
DOI：
10.26803/ijlter.20.3.12
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发表时间：
2021
影响因子：
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通讯作者：
Paola Margarita Chaparro
中科院分区：
文献类型：
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作者：
C. Contreras;D. Picazo;Aixchel Cordero;Paola Margarita Chaparro
新冠肺炎疫情给学生和大学教授带来了巨大的挑战。在没有事先通知的情况下，他们不得不从传统教育转向虚拟教学。本研究的目的是确定墨西哥奇瓦瓦大学英语语言学士学位的学生和教授在由于大流行而向虚拟课程过渡期间的看法。研究人员在2020年春季学期对152名学生进行了李克特量表28项的调查，对26名教授进行了51项的第二项调查。学生们报告说，他们在联系方面有并发症（21%），与教授和同学互动有困难（34%）。许多学生报告说，他们感到焦虑（69.1%），感到孤立（62.5%）。大多数人（85%）认为面对面的课程能让他们学得更好。相反，教授们也认为学生们的表现比面对面授课时要差（69.3%）。尽管如此，教授们表示“完全遵守了计划”（92.3%），“完成了计划内容”（84.6%）。此外，92.3%的学者有信心在必要时以虚拟方式面对新学期。虽然我们可以说，该机构从面对面课程到虚拟课程的过渡是成功的，但学生和教授在使用在线课程平台时遇到了困难和缺点。这项研究结果的好处是了解大学必须具备在线教学所需的所有必要元素。它必须建立一个正式的规范，包括教授和学生的个人资料，以及应遵循的策略。学生和教授的看法突出了教授需要考虑的关键因素，即教授虚拟课程并利用这些课程更好地面对未来。https://doi.org/10.26803/ijlter.20.3.12
Students’ and university professors’ challenges due to the COVID-19 worldwide pandemic have been enormous. Without prior notice, they had to switch from traditional education to virtual teaching. This study’s objective was to identify the perception of students and professors of the Bachelor in the English Language from the University of Chihuahua, Mexico, during the transition to virtual classes due to the pandemic. Researchers applied a survey of 28 items with a Likert scale to 152 students during the spring semester 2020 and the second instrument of 51 items to 26 professors. The students reported having complications in connectivity (21%) and difficulties interacting with professors and classmates (34%). Many students reported experiencing anxiety (69.1%) and feeling isolated (62.5%). Most agree that they learn better in face-to-face classes (85%). In turn, the professors agree that the students had a lower performance than in a face-to-face semester (69.3%). Despite this, the professors affirm that they followed the program to the letter (92.3%) and completed the programmed contents (84.6%). Besides, 92.3% of the academics are confident to face a new semester in virtual modality, if necessary. Although we can say that the transition from face-to-face to virtual classes in the institution was successful, students and professors encountered difficulties and disadvantages in the use of platforms for online classes. The benefit of this research´s findings is understanding the University must have all the necessary elements in place for online teaching. It must establish a formal regulation of virtual programs that includes professor´s and student´s profile, as well as the strategies to be followed. The students’ and professors’ perceptions highlight the crucial elements that professors need to consider to teach virtual classes and take advantage of these lessons to face the future better. https://doi.org/10.26803/ijlter.20.3.12