Tendencias en el rol y las estrategias del docente en la enseñanza universitaria virtual
Date
Subject
enseñanza
aprendizaje en línea
docente
universidad
adaptación social
teaching
online learning
university
social adaptation
aprendizaje en línea
docente
universidad
adaptación social
teaching
online learning
university
social adaptation
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
La pandemia de COVID-19 generó desafíos significativos en la adaptación de los docentes universitarios a la enseñanza virtual, revelando brechas en competencias digitales y estrategias pedagógicas. Este artículo analiza el rol, las estrategias y desafíos de los docentes universitarios en la enseñanza virtual. Con un enfoque cualitativo y un método etnográfico-interpretativo, participaron 7 docentes seleccionados mediante un muestreo intencional, considerando su experiencia previa en enseñanza virtual. La información se recopiló a través de 10 entrevistas semiestructuradas. Los hallazgos destacan el compromiso de los docentes con la formación continua y la valoración del trabajo colaborativo. También resaltan el uso de herramientas tecnológicas para crear entornos interactivos y la importancia de atender las necesidades estudiantiles. Este estudio ofrece una visión de los desafíos y oportunidades del docente universitario, proporcionando perspectivas clave para fortalecer políticas educativas y mejorar la calidad en la enseñanza virtual.
The COVID-19 pandemic generated significant challenges in the adaptation of university teachers to virtual teaching, revealing gaps in digital competencies and pedagogical strategies. This article analyzes the role, strategies, and challenges of university teachers in virtual teaching. With a qualitative approach and an ethnographic-interpretative method, 7 teachers selected through intentional sampling participated, considering their previous experience in virtual teaching. Information was collected through 10 semi-structured interviews. The findings highlight the commitment of teachers to continuous training and the appreciation of collaborative work. They also highlight the use of technological tools to create interactive environments and the importance of meeting student needs. This study offers an insight into the challenges and opportunities of university teachers, providing key perspectives to strengthen educational policies and improve the quality of virtual teaching.
The COVID-19 pandemic generated significant challenges in the adaptation of university teachers to virtual teaching, revealing gaps in digital competencies and pedagogical strategies. This article analyzes the role, strategies, and challenges of university teachers in virtual teaching. With a qualitative approach and an ethnographic-interpretative method, 7 teachers selected through intentional sampling participated, considering their previous experience in virtual teaching. Information was collected through 10 semi-structured interviews. The findings highlight the commitment of teachers to continuous training and the appreciation of collaborative work. They also highlight the use of technological tools to create interactive environments and the importance of meeting student needs. This study offers an insight into the challenges and opportunities of university teachers, providing key perspectives to strengthen educational policies and improve the quality of virtual teaching.
Description
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. 9 No. 1 (2025): Science and Education; 17-33
Ciencia y Educación; Vol. 9 Núm. 1 (2025): Ciencia y Educación; 17-33
2613-8808
2613-8794
10.22206/ciened.2025.v9i1
Ciencia y Educación; Vol. 9 Núm. 1 (2025): Ciencia y Educación; 17-33
2613-8808
2613-8794
10.22206/ciened.2025.v9i1