Experiencias de docentes y estudiantado universitario frente al aprendizaje en línea durante la Pandemia de Covid-19. Un análisis cualitativo

Bibliographic Data

ID21707096
AuthorsJonathan Aránguiz-Rodríguez (0009-0001-1013-9319, Valparaiso University), Carolina Tapia-Poblete (0009-0008-1880-5444, Valparaiso University), A Zepeda (0000-0002-7066-9354, Valparaiso University), Francisco Pantoja-Molina (0000-0002-6682-7815, Valparaiso University), Patricia Morgado (0000-0001-7461-2745, Valparaiso University), Alisson Obreque-Castro (0009-0001-8288-078X, Valparaiso University), Laura Aguilera-Beovides (0009-0007-2613-9755, Valparaiso University), Cristian Torres-Robles (0009-0004-5595-4132, Valparaiso University), Nicole Iturrieta-Guaita (0000-0001-9587-0428, Valparaiso University)
Year2025
Volume29
Issue3
Pages1-21
Publication date2025-12-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Electrónica Educare (JOURNAL)
Journal identifiersISSN: 1409-4258 • E-ISSN: 1409-4258
PublisherUniversidad Nacional de Costa Rica (PUBLISHER)
DOI10.15359/ree.29-3.20083
OpenAlexW4417310215
LanguageES
References cited23

Introduction. In October 2019, the 18/10 social uprising disrupted routine activities in Chile, leading Higher Education Institutions (HEIs) to adopt online learning, a transition that was intensified by the COVID-19 pandemic. This study focuses on the experience of students and academic staff of the Medical Technology and Obstetrics and Childcare programs at the University of Valparaíso in the face of the forced implementation of online learning during the pandemic. Methodology. The research team conducted and qualitatively analyzed ten semi-structured interviews (four with students and six with academic staff members). Results. Coincidentally, students and academic staff reported experiencing nervousness, frustration, anguish, anxiety, and stress, expressing the need to take emotional well-being into account during change processes and to recognize how such experiences can affect the teaching and learning process and work adaptation, among others. The study highlights the similarity of experiences found in other contexts, as well as the importance of preparation and ongoing support to address future challenges in the context of online learning and in the face of contingent scenarios such as a pandemic. Conclusions. The information gathered is useful for understanding and strengthening transformative educational processes, especially in contexts of change, discussing post-pandemic online learning, and providing a background for decision-making

Higher education · Online learning · Transformative learning · COVID-19 and Mental Health · E-Learning and Knowledge Management · Educational Innovations and Technology

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