Marco analítico para la educación remota de emergencia en las universidades en tiempos de confinamiento

Eva Pérez-López; Teresa Alzás

doi:10.24320/redie.2023.25.e12.4965

Autores

Eva Pérez-López Universidad de Extremadura https://orcid.org/0000-0002-6580-7038
Teresa Alzás Universidad de Extremadura https://orcid.org/0000-0001-7847-2997

DOI:

https://doi.org/10.24320/redie.2023.25.e12.4965

Palabras clave:

pandemia, educación a distancia, educación superior, relación profesor-alumno, satisfacción

Resumen

Este artículo presenta un marco con una triple dimensión (material, educativa y psicoemocional) a partir del cual se analizan las características, procesos y resultados de la educación remota de emergencia implementada por las universidades presenciales durante la pandemia por COVID-19. A tal fin, se diseñaron dos cuestionarios ad hoc que se aplicaron en los meses de abril-mayo a una muestra de 220 docentes y 548 estudiantes en una universidad española. Los resultados más significativos evidencian una desigualdad digital en términos de tipo de equipamiento tecnológico y calidad de la conectividad entre los estudiantes. El diseño de la educación remota ha consistido en la traslación del modelo de enseñanza presencial al espacio virtual. Docentes y estudiantes experimentan una sobrecarga de trabajo que puede ayudar a explicar la alta afección de estrés de ambos. El estudio concluye con propuestas para mejorar la calidad y la eficacia de la enseñanza a distancia ante eventuales crisis.

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