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

Palavras-chave:

pandemia, educação a distância, ensino superior, relação professor-aluno, satisfação

Resumo

Este artigo apresenta um marco com uma tripla dimensão (material, educativa e psicoemocional), a partir da qual são analisadas as características, processos e resultados da educação remota emergencial implementada pelas universidades presenciais durante a pandemia da COVID-19. Para isso, dois questionários ad hoc foram elaborados e aplicados a uma amostra de 220 professores e 548 alunos de uma universidade espanhola. Os resultados mais significativos mostram uma desigualdade digital em termos de tipo de equipamento tecnológico e qualidade de conectividade entre os alunos. O desenho da educação a distância tem consistido na transferência do modelo de ensino presencial para o espaço virtual, e professores e alunos vivenciam uma sobrecarga de trabalho que ajuda a explicar os altos níveis de estresse de ambos. O estudo conclui com propostas para melhorar a qualidade e eficácia do ensino a distância em caso de crise.

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