Students' Perceptions about Home Learning During the COVID-19 Pandemic

Percepciones de los estudiantes sobre la estrategia Aprende en Casa durante la pandemia COVID-19;
Percepções dos estudantes sobre a estratégia Aprende en Casa durante a pandemia da COVID-19

dc.creatorSosa Neira, Edgar Andrés
dc.date2021-05-28
dc.date2023-03-22T18:42:45Z
dc.date2023-03-22T18:42:45Z
dc.date.accessioned2023-09-06T17:48:03Z
dc.date.available2023-09-06T17:48:03Z
dc.identifierhttps://revistas.unimilitar.edu.co/index.php/ravi/article/view/5261
dc.identifier10.18359/ravi.5261
dc.identifierhttp://hdl.handle.net/10654/42500
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8692877
dc.descriptionThis study explores the perception of basic and high school students about the Home Learning (“Aprende en Casa”) strategy implanted during the (COVID-19) pandemic in  Math class by the School "la Aurora IE", morning shift, located in Bogotá-Colombia. It involved an inductive qualitative content analysis with 174 students and data were collected through a learning guide handout. Both positive and negative perceptions were grouped as academic (Self-developing handouts + ICT, competences, processes, actors and infrastructure), social (compliance with rules, considering others, sharing with the family, lack of socialization) and personal (health issues and free-time activities). The results allow teachers to reconfigure their practice to improve in the aspects that influenced negative perceptions, and educational institutions to start the path of digital transformationwith the use of  ICT to improve the educational processes.
dc.descriptionEste estudio explora las percepciones de los estudiantes de básica secundaria y media sobre la estrategia Aprende en Casa implementada durante la pandemia (COVID-19) en el Área de Matemáticas del Colegio la Aurora IE, jornada mañana, ubicado en Bogotá-Colombia. Se utilizó un análisis de contenido inductivo cualitativo donde participaron 174 estudiantes y los datos fueron recolectados mediante una guía de aprendizaje. Las percepciones, tanto positivas como negativas, se agruparon en lo académico (guía autocontenida + TIC, competencias, procesos, actores e infraestructura), en lo social (cumplimiento de la norma, pensar en el otro, compartir en la familia, falta de socialización) y en lo personal (problemas de salud y actividades de tiempo libre). Los resultados permiten a los docentes reconfigurar su práctica para mejorar en los aspectos que influyeron en las percepciones negativas, y a las instituciones educativas empezar el camino de la transformación digital con el uso de las TIC para mejorar los procesos educativos.
dc.descriptionNeste estudo, são exploradas as percepções dos estudantes do ensino fundamental e médio sobre a estratégia Aprende en casa, implementada na área de matemática, do Colegio la Aurora IE, do período da manhã, localizado em Bogotá, Colômbia, durante a pandemia ocasionada pela (COVID-19). Foi utilizada análise de conteúdo indutiva qualitativa da qual participaram 174 estudantes. Os dados foram coletados mediante um guia de aprendizagem. As percepções, tanto positivas quanto negativas, foram agrupadas no acadêmico (guia autocontida + TIC, competências, processos, atores e infraestrutura), no social (cumprimento da norma, pensar no outro, passar tempo com a família, falta de socialização) e no pessoal (problemas de saúde e atividades de lazer). Os resultados permitem aos docentes reconfigurar sua prática para melhorar nos aspectos que influenciaram nas percepções negativas e às instituições educativas começarem o caminho da transformação digital com o uso das TIC para melhorar os processos educacionais.
dc.formatapplication/pdf
dc.formattext/xml
dc.languagespa
dc.publisherUniversidad Militar Nueva Granada
dc.relationhttps://revistas.unimilitar.edu.co/index.php/ravi/article/view/5261/4597
dc.relationhttps://revistas.unimilitar.edu.co/index.php/ravi/article/view/5261/4760
dc.relation/*ref*/Abarzúa, A., & Cerda, C. (2011). Integración curricular de TIC en educación parvularia. Revista de Pedagogía, 32(90), 13-43. https://www.redalyc.org/articulo.oa?id=659/65920055002
dc.relation/*ref*/Adler, J., & Ronda, E. (2017). Mathemaical Discourse in Instruction mattes. En J. Adler, & A. Sfard, Research for Educational Change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp. 64-81). London and New York: Routledge.
dc.relation/*ref*/Areepattamannil, S., & Santos, I. (2019). Adolescent students' perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior, 98, 50-58. https://doi.org/10.1016/j.chb.2019.04.005
dc.relation/*ref*/Barak, M. (2014). Closing the Gap Between Attitudes and Perceptions About ICT-Enhanced Learning Among Pre-service STEM Teachers. Journal of Science Education and Technology, 23, 1-14. https://doi.org/10.1007/s10956-013-9446-8
dc.relation/*ref*/Barkeley, E., Major, C., & Cross, K. (2004). Collaborative Learning Techniques. A Handbook for College Teachers. San Francisco: Jossey-Bass, Wiley.
dc.relation/*ref*/Bozkurt, A. (2019). Intellectual roots of distance education: a progressive knowledge domain analysis. Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894
dc.relation/*ref*/Bozkurt, A., & Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
dc.relation/*ref*/Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13. https://doi.org/10.1016/j.compedu.2016.11.003
dc.relation/*ref*/Carolan, C., Davies, C., Crookes, P., McGhee, S., & Roxburgh, M. (2020). COVID-19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Education in Practice, 46. https://doi.org/10.1016/j.nepr.2020.102807
dc.relation/*ref*/Chandra, P. (2018). Qualitative research: Criteria of evaluation. International Journal of Academic Research and Development, 3(2), 591-596. http://www.academicjournal.in/archives/2018/vol3/issue2/3-2-106
dc.relation/*ref*/Chen, C., & Wu, C. (2020). Students' behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course. Computers & Education, 145, 103740. https://doi.org/10.1016/j.compedu.2019.103740
dc.relation/*ref*/Cheng, X. (2020). Challenges of 'School's Out, But Class's On' to School Education: Practical Exploration of Chinese Schools during the COVID-19Pandemic. Sci Insigt Edu Front, 5(2), 501-516. https://doi.org/10.2139/ssrn.3565605
dc.relation/*ref*/Cisterna, F. (2005). Categorización y triangulación como procesos de validación del Conocimiento en Investigación cualitativa. Theoria, 14(1), 61-71. http://www.ubiobio.cl/theoria/v/v14/a6.pdf
dc.relation/*ref*/Ellis, W., Dumas, T., & Forbes, L. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 52(3), 177-187. https://doi.org/10.1037/cbs0000215
dc.relation/*ref*/Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
dc.relation/*ref*/Espitia, R., & Montes, M. (2009). Influencia de la familia en el proceso educativo de los menores del barrio costa azul de Sincelejo (Colombia). Investigación & Desarrollo, 17(1), 84-105. https://www.redalyc.org/articulo.oa?id=26811984004
dc.relation/*ref*/García, I., & Cruz, G. (2014). Las guías didácticas: recursos necesarios para el aprendizaje autónomo. EDUMECENTRO, 6(3), 162-175. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742014000300012
dc.relation/*ref*/Gobierno Vasco. (2012). Competencia en el tratamiento de la información y Competencia Digital. http://ediagnostikoak.net/edweb/cas/materiales-informativos/ED_marko_teorikoak/Marco_competencia_digital_cas.pdf
dc.relation/*ref*/Gutiérrez, P. (2014). Perfil del profesor universitario español en torno a las competencias en tecnologías de la información y la comunicación. Pixel-Bit, Revista de Medios y Educación, (44), 51-65. https://idus.us.es/handle/11441/45804 https://doi.org/10.12795/pixelbit.2014.i44.04
dc.relation/*ref*/Hegarty, B., & Thompson, M. (2019). A teacher's influence on student engagement: Using smartphones for creating vocational assessment ePortfolios. Journal of Information Technology Education: Research, 18, 113-139. https://doi.org/10.28945/4244
dc.relation/*ref*/Hernández, E., & Navarro, M. (2017). Percepciones de los estudiantes sobre el uso del ordenador personal y otros recursos en el aula universitaria. Pixel-Bit. Revista de Medios y Educación, (50), 123-135. https://idus.us.es/handle/11441/51891 https://doi.org/10.12795/pixelbit.2017.i50.08
dc.relation/*ref*/Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (27 de March de 2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
dc.relation/*ref*/Holshue, M.; DeBolt, C.; Lindquist, S.; Lofy, K.; Wiesman, J.; Bruce, H.; Spitters, C; Ericson, K.; Wilkerson, S.; Tural, A.; Diaz, G.; Cohn, A.; Fox, L.; Patel, A.; Gerber, S.; Kim, L.; Tong, S.; Lu, X.; Lindstrom, S.; ... Pillai, S. (2020). First case of 2019 novel coronavirus in the United States. New England Journal of Medicine, 382(10), 929-936. https://www.nejm.org/doi/full/10.1056/NEJMoa2001191 https://doi.org/10.1056/NEJMoa2001191
dc.relation/*ref*/Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qual Health Res, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
dc.relation/*ref*/Huergo-Tobar, P. (2015). Estrategias de enseñanza-aprendizaje a través de videoconferencias. Rastros Rostros, 17(31), 65-76. https://revistas.ucc.edu.co/index.php/ra/article/view/1096 https://doi.org/10.16925/ra.v17i31.1096
dc.relation/*ref*/Jæger, M., & Blaabæk, E. (2020). Inequality in learning opportunities during Covid-19: Evidence from library takeout. Research in Social Stratification and Mobility, 68, 100524. https://doi.org/10.1016/j.rssm.2020.100524
dc.relation/*ref*/Juhaňák, L., Zounek, J., Záleská, K., Bárta, O., & Vlčková, K. (2019). The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage: A mediation analysis. Computers & Education, 141, 103614. https://doi.org/10.1016/j.compedu.2019.103614
dc.relation/*ref*/Krishnamurthy, S. (2020). The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of Business Research, 117, 1-5. https://doi.org/10.1016/j.jbusres.2020.05.034
dc.relation/*ref*/Lastre, K., López, L., & Alcázar, C. (2018). Relación entre apoyo familiar y el rendimiento académico en estudiantes colombianos de educación primaria. Psicogente, 21(39), 102-115. https://doi.org/10.17081/psico.21.39.2825
dc.relation/*ref*/LeBaron, T., Sung, H., & Williams, J. (2014). The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education, 42, 34-46. https://doi.org/10.1016/j.tate.2014.04.005
dc.relation/*ref*/Lichtman, M. (2012). Qualitative Research in Education: A User's Guide. Virginia: SAGE Publications, Inc.
dc.relation/*ref*/Lincoln, Y., & Guba, E. (1985). Naturalistic enquiry. Beverley Hills: CA: Sage. https://doi.org/10.1016/0147-1767(85)90062-8
dc.relation/*ref*/Livari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life - How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, In prensa. https://doi.org/10.1016/j.ijinfomgt.2020.102183
dc.relation/*ref*/Masouras, P. (2016). ICT & nursing informatics skills in Cyprus' universities undergraduate nursing curricula. International Journal of Learning and Teaching, 2(2), 171-177. http://www.ijlt.org/uploadfile/2016/0219/20160219045259404.pdf
dc.relation/*ref*/Mcdonald, S. (2012). Perception: A Concept Analysis. International journal of nursing knowledge, 23(1), 2-9. https://doi.org/10.1111/j.2047-3095.2011.01198.x
dc.relation/*ref*/Mohmmed, A., Khidhir, B., & Vijayan, V. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(72). https://doi.org/10.1007/s41062-020-00326-7
dc.relation/*ref*/Ñáñez, J., Solano, J., & Bernal, E. (2018). Actitudes y percepciones de los estudiantes, docentes y directivos sobre enseñanza y aprendizaje flexibles, e incorporación de TIC. Ingeniería E Innovación, 6(1), 24-33. https://revistas.unicordoba.edu.co/index.php/rii/article/view/1538 https://doi.org/10.21897/23460466.1538
dc.relation/*ref*/Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680-693. https://doi.org/10.1037/0021-9010.88.4.680
dc.relation/*ref*/Oviedo, G. (2004). La definición del concepto de percepción en psicología con base en la teoría Gestalt. Revista de Estudios Sociales, (18), 89-96. https://doi.org/10.7440/res18.2004.08
dc.relation/*ref*/Procuraduría General de la Nación. (2010). Diccionario de competencias. https://www.procuraduria.gov.co/portal/media/file/DICCIONARIO%20DE%20COMPETENCIAS%20COMPORTAMENTALES%205-JUL-12.pdf
dc.relation/*ref*/Rasmitadila, R., Aliyyah, R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Suryanti, A. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies (JECS), 7(2), 90-109. https://doi.org/10.29333/ejecs/388
dc.relation/*ref*/Rodríguez, E., & Ballesteros, J. (2019). Jóvenes, ocio y TIC. Una mirada a la estructura vital de la juventud desde los referentes del tiempo libre y las tecnologías. Madrid: Centro Reina Sofía sobre Adolescencia y Juventud, Fad. https://doi.org/10.5281/zenodo.3537638
dc.relation/*ref*/Romero, M., & Crisol, M. (2012). Las guías de aprendizaje autónomo como herramienta didáctica de apoyo a la docencia. Escuela Abierta, 15, 9-31. https://dialnet.unirioja.es/servlet/articulo?codigo=4078711
dc.relation/*ref*/Secretaria de Educación Distrital. (16 de junio de 2020). Aprende en Casa. https://www.redacademica.edu.co/estrategias/aprende-en-casa
dc.relation/*ref*/Sing, T., & Chan, S. (2014). Teacher Readiness on ICT Integration in Teaching-Learning: International Journal of Asian Social Science, 4(7), 875-885. http://www.aessweb.com/download.php?id=2817
dc.relation/*ref*/Srivastava, S., & Shainesh, G. (2015). Bridging the service divide through digitally enabled service innovations: Evidence from Indian healthcare service providers. MIS Quarterly: Management Information Systems, 39(1), 245-267. https://doi.org/10.25300/MISQ/2015/39.1.11
dc.relation/*ref*/The World Bank. (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. Education and Technology. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
dc.relation/*ref*/Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118-114. https://doi.org/10.1016/j.jsis.2019.01.003
dc.relation/*ref*/Zhang, J., Wu, W., Zhao, X., & Zhang, W. (2020). Recommended psychological crisis intervention response to the 2019 novel coronavirus pneumonia outbreak in China: A model of West China Hospital. Precision Clinical Medicine, 3(1), 3-8. https://doi.org/10.1093/pcmedi/pbaa006
dc.rightsDerechos de autor 2021 Academia y Virtualidad
dc.sourceAcademia y Virtualidad; Vol. 14 No. 1 (2021): january - june; 133-150
dc.sourceAcademia y Virtualidad; Vol. 14 Núm. 1 (2021): enero - junio; 133-150
dc.sourceAcademia y Virtualidad; v. 14 n. 1 (2021): janeiro - junho; 133-150
dc.source2011-0731
dc.subjectICT
dc.subject(COVID-19)
dc.subjectperception
dc.subjectteaching strategy
dc.subjecteducation
dc.subjectTIC
dc.subject(COVID-19)
dc.subjectpercepci´ón
dc.subjectestrategia de enseñanza
dc.subjecteducación
dc.subjectTIC
dc.subject(COVID-19)
dc.subjectpercepção
dc.subjectestratégia de ensino
dc.subjecteducação
dc.titleStudents' Perceptions about Home Learning During the COVID-19 Pandemic
dc.titlePercepciones de los estudiantes sobre la estrategia Aprende en Casa durante la pandemia COVID-19
dc.titlePercepções dos estudantes sobre a estratégia Aprende en Casa durante a pandemia da COVID-19
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


Este ítem pertenece a la siguiente institución