Teaching and learning in non-face-to-face modality: perceptions of postgraduate students-teachers
DOI:
https://doi.org/10.33255/3262/933Keywords:
non-face-to-face modality, technological resources, difficulties, changesAbstract
This work aims to make a contextualized analysis of experience reports posted in a forum by postgraduate students, who are also teachers, about their educational practices in non-face-to-face modality during the pandemic. Qualitative interpretive research tools support this study and propose an analysis of the narrations from two dimensions: encountered difficulties and implemented changes. The results show that although the technological resources adopted in this exceptional scenario do not replace the potential of the links or the methods of face-to-face teaching and learning, they constitute necessary and enriching resources for any kind of educational proposal. Likewise, this paper concludes that thinking about new forms of hybrid schooling, where virtuality and reality coexist and where institutions provide students training focused on abilities like working in changing environments, learning from others and with others through a critical adoption of technology is essential.
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Copyright (c) 2021 Romina Cariaga
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