Abstract
The pandemic caused by COVID-19 led schools to continue their work by relying on digital technologies. Changes in this matter are observed within three dimensions in the theoretical and conceptual background: (a) the influence of ITC in education, (b) the macrosocial changes in the educational systems and public policy derived from the COVID-19 pandemic, and (c) the impact of the COVID-19 pandemic in higher education and its role for the future. The general objective of this research was to characterize the educational practices executed by the university community (students, professors, and managers) during the emerging remote classes derived from the pandemic at the Universidad Autonoma Metropolitana, Cuajimalpa Campus, a public educational institution in Mexico (through an explanation for each educational actor profile). As specific research objectives, this paper: (a) examines whether the professors and students had enough digital technology to continue with the classes, (b) defines the obstacles they had in the use of said digital technology, and (c) recognizes the existence of innovative educational practices and determines whether stated learning was achieved in educational programs. For this purpose, a mixed methodology was chosen, comprising the application of surveys to students and professors and semi-structured interviews with managers, professors, and students. It was found that there was innovation in the area of resources (material–economic dimension) and in the area of relationships (socio-political dimension), while the discursive dimension (cultural-discursive dimension) was negatively impacted. Based on the above, we conclude that the school culture of the UAM-C is solid and that it has the necessary technological resources to continue with the teaching–learning process. The educational practice was transformed, which resulted in advantages and disadvantages, but despite these situations, most students developed their learning.
Highlights
IntroductionIn March 2020, several governments around the world declared a state of emergency due to the infectious disease caused by the SARS-CoV-2 virus
Some studies that retrieve the pedagogical and qualitative paradigm of the topic talk about the voices that students and general educational actors raise in the middle of this situation: they have opened spaces to obtain life histories of participants from multiple settings to point out that there are two dimensions that are not considered in the new educational models: structural barriers that diminish the right to education and the socioemotional impact that has been caused by the COVID-19 pandemic [12]. In this framework, where higher education seems to need to transform its educational practices from the roots, the general objective of this research was to characterize the educational practices executed by the university community during the emerging remote classes derived from the pandemic at the Universidad Autonoma Metropolitana, Cuajimalpa Campus, a public educational institution in Mexico
It is important to mention that for this work, the gathering of information was implemented through a survey whose objective was to generate a profile of the actors of education in the Universidad Autonoma Metropolitana (UAM) Cuajimalpa exclusively since it was a priority to highlight the qualitative aspects of the research
Summary
In March 2020, several governments around the world declared a state of emergency due to the infectious disease caused by the SARS-CoV-2 virus. The pandemic caused by this virus, known as COVID-19, led to the closure of educational institutions in different regions of the world. By the seventeenth of that same month, 21.7 million students and 1.3 million professors experienced the closure of their institutions [1]. Higher education has been affected in work carried out by the university: teaching, research, and the dissemination of culture. Paredes-Chacín, Inciarte González, and Walles-Peñaloza [2] foresee in the short term “a retraction of student demand, reflected in a reduction of enrollment as well as an impact on the continuity of research, extension and management processes” There has been a change in education but
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