Abstract
The purpose of this work is to reveal how subjective well-being has been generated in a group of professionals in the healthcare field in Colombia, who carried out postgraduate studies at the time of the pandemic caused by the novel SARS-CoV-2 coronavirus in a synchronous and remote learning course facilitated by employing digital technologies. Two methods were assumed, one was qualitative, taking into account some elements of narrative research and discourse analysis, and the other was quantitative, through a rapid reconnaissance survey. The research assumes the constitution of subjectivity from memory and everyday life, as well as the ethics of care concerning caring for oneself and others, as categories that were (re)signified with the narratives—and as notions that make up a theoretical corpus—to understand subjective well-being.
Highlights
The COVID-19 outbreak disrupted traditional practices in higher education, pedagogy, and interpersonal relationships in the classroom, to the point ofconfiguring ways of managing education
Considering that it is necessary to generate subjective well-being in higher education (Botha et al, 2019), the current work examines how subjective well-being has been generated in a group of professionals who work in the field of healthcare in Colombia
It should be mentioned that the group of healthcare professionals recognized the relevance of the pedagogical action in promoting subjective well-being, and 98.78% considered that the activity carried out during a class in the ethics and values of healthcare, with valuable objects, led them to greater knowledge as human beings, generating some sort of well-being
Summary
The COVID-19 outbreak disrupted traditional practices in higher education, pedagogy, and interpersonal relationships in the classroom, to the point of (re)configuring ways of managing education From this perspective, various practical initiatives have sought to address this situation, seeking to generate, through micro-curricular adjustments, didactics, evaluative processes, and situations that allow better learning to establish subjective well-being in students. Various practical initiatives have sought to address this situation, seeking to generate, through micro-curricular adjustments, didactics, evaluative processes, and situations that allow better learning to establish subjective well-being in students This has led to a rethinking of how the practices of different educational actors are associated, creating other pathways of social interaction in which digital technologies are put into play and, especially, the possibilities of remote education assisted from various technological developments.
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