Experiencias de aprendizaje y expectativas académicas en universitarios mexicanos durante la COVID-19
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Date
Subject
Educational environment
Distance education
Higher Education
Student adjustment
Ambiente educacional
Educación a distancia
Enseñanza Superior
Adaptación del estudiante
Distance education
Higher Education
Student adjustment
Ambiente educacional
Educación a distancia
Enseñanza Superior
Adaptación del estudiante
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
En este estudio se analizaron las experiencias de aprendizaje y las expectativas académicas de estudiantes universitarios mexicanos durante la educación remota de emergencia, aplicada en el segundo año de distanciamiento social por la COVID-19. Se realizó un estudio cualitativo basado en entrevistas semiestructuradas a 21 estudiantes, 10 mujeres y 11 hombres, de licenciatura (57.1 %) y de posgrado (41.9 %) de tres universidades. Los resultados indican que el aprendizaje en línea fue una experiencia agotadora y desafiante para el estudiantado, que implicó procesos de gestión personal, del ambiente y de los recursos. Las y los estudiantes valoraron los ajustes instruccionales y de evaluación del profesorado, pero destacaron la falta de socialización como un aspecto sustancial en sus experiencias de aprendizaje. Además, manifestaron optimismo para continuar sus estudios a la luz de sus expectativas. Sin embargo, consideraron que su preparación académica se vio mermada, lo cual puede tener implicaciones para su futuro desempeño académico y profesional.
This study analyzed learning experiences and academic expectations in Mexican university students from remote emergency education during the second year of social distancing due to COVID-19. A qualitative study was conducted through semi-structured interviews with 21 students: ten women and eleven men, undergraduate (57.1%) and postgraduate (41.9%) from three universities. Results indicate that online learning was a draining and challenging experience for students, which involved personal, environmental, and resource management processes. Students positively evaluated instructional and evaluation adjustments; however, they highlighted the lack of socialization as a substantial part of the learning experiences. They also expressed optimism about continuing their studies in light of their expectations. However, they considered their academic preparation poor, which may have implications for their future academic and professional performance.
This study analyzed learning experiences and academic expectations in Mexican university students from remote emergency education during the second year of social distancing due to COVID-19. A qualitative study was conducted through semi-structured interviews with 21 students: ten women and eleven men, undergraduate (57.1%) and postgraduate (41.9%) from three universities. Results indicate that online learning was a draining and challenging experience for students, which involved personal, environmental, and resource management processes. Students positively evaluated instructional and evaluation adjustments; however, they highlighted the lack of socialization as a substantial part of the learning experiences. They also expressed optimism about continuing their studies in light of their expectations. However, they considered their academic preparation poor, which may have implications for their future academic and professional performance.
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Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 7 No. 2 (2023): Science and Education; 7-22
Ciencia y Educación; Vol. 7 Núm. 2 (2023): Ciencia y Educación; 7-22
2613-8808
2613-8794
10.22206/cyed.2023.v7i2
Ciencia y Educación; Vol. 7 Núm. 2 (2023): Ciencia y Educación; 7-22
2613-8808
2613-8794
10.22206/cyed.2023.v7i2