Abstract
Higher education teaching practices experience in Mexico changed from face-to-face teaching to the emergency remote teaching derived from the health contingency by COVID-19. The change from face-to-face to an online modality in the Mexican education system represented a great challenge for teachers of all educational levels. In Mexico, the federal government declared on Tuesday March 24, 2020, Phase 2 of the plan to address the country’s Covid 19 pandemic. Governments in at least ten states decided to suspend their activities and services as of March 17, including the education system. On April 13, the Mexican education system began activities in the online modality exclusively; however, derived from the country’s technical adequacy and digital connectivity conditions, a large proportion of the educational campuses, academic programs, and the teaching staff were not prepared for this situation. This cross-sectional study was carried out to analyze the faculty members experiences about the change from face-to-face to an online modality in the health emergency context due to the COVID-19 outbreak. We designed a study to gather information on practice in the new online learning scenario. For this purpose, we collected data on the previous experience in the conduct of online courses, the technological tools used, the barriers faced while driving online courses, the current conditions of use of educational and technological tools, the vision for the future, and some indicators of physical and mental health.In a sample of 341 faculty members, those working in public institutions were on less favorable terms than their peers attached to private universities. In contrast, lecturers recorded better conditions for dealing with modality change than full-time teachers. Likewise, lecturers more often mentioned having their infrastructure to teach courses from their homes than full-time teachers, which indeed responds to less access to the universities facilities in which they teach. Another important aspect to highlight is the increased proportion of teachers in public institutions and lecturers who have other jobs, so their workload can be more intense than those of their peers.
Highlights
As in so many other countries, the change from face-to-face to distance-driven courses in Mexico represented a significant challenge for teachers of all educational levels
The research question for this study is to understand the challenges faced by higher education instructors and students as a result of the implementation of the emergency remote teaching model in the context of COVID-19 outbreak, considering that there could be significative differences between public and private higher education institutions
In addition to the lockdown restrictions imposed by health authorities to avoid mobility as a measure to slow COVID-19 spread, the possibility of getting access to instructors from several higher education institutions across the nation was another incentive to choosing this sampling method
Summary
As in so many other countries, the change from face-to-face to distance-driven courses in Mexico represented a significant challenge for teachers of all educational levels. Most governments worldwide have closed education institutions as an attempt to contain the dispersion of COVID-19. In Mexico, on October 2020, all schools are still closed by the health status declaration issued on March 14, 2020. 36 million students of all educational levels follow the process of distance learning (Fernández et al, 2020). In Mexico, school cycles begin in August and end in June of the following calendar year. In this way, the health emergency was included in the second half of the 2019–2020 cycle
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