Online Teaching Experiences of Language Teachers in Higher Education in the Confinement Period

Autores

DOI:

https://doi.org/10.55777/rea.v13iEspecial.2238

Palavras-chave:

eLearning, Experiência, Ensino Superior, Ensino Online

Resumo

A inclusão das tecnologias de informação e comunicação tem sido um desafio para as instituições de ensino superior no período de confinamento causado pela COVID-19. As instituições educativas mexicanas parecem não estar preparadas para enfrentar esta procura devido à falta de recursos tecnológicos e à falta de ligação à Internet (INEGI, 2019). Durante o período de confinamento no México, as instituições presenciais encorajaram o e-learning a continuar a educação dos estudantes. A utilização das TIC exige que os professores desenvolvam competências digitais para fazer da aprendizagem um processo bem sucedido. Este estudo descritivo-explorativo qualitativo visava identificar as experiências de ensino em linha dos professores de línguas durante o período de confinamento. Os resultados mostraram que alguns professores se tornaram tutores sociais, enquanto outros eram tutores cognitivos. Além disso, tiveram experiências positivas de ensino em linha, que lhes permitiram crescer academicamente, estar em contacto com os seus alunos, desenvolver e seleccionar materiais. Contudo, o aumento do tempo e do excesso de trabalho, a falta de Internet e de ferramentas informáticas essenciais, e o baixo envolvimento dos estudantes afectaram física e emocionalmente os professores, levando a experiências negativas de ensino em linha. Os professores enfrentavam dificuldades no cumprimento das suas responsabilidades e pareciam não considerar os estilos de aprendizagem dos estudantes na sua prática de ensino em linha.

Downloads

Não há dados estatísticos.

Biografia Autor

Catalina Juárez Díaz, Benemérita Universidas Autónoma de Puebla. México

Catalina Juárez Díaz has a degree in Modern Languages, a master's degree in Pedagogy, and a doctorate in Education. She is a professor at the language faculty at the Benemérita Universidad Autónoma de Puebla (BUAP). She is a candidate for national researchers of the National System of Researchers of Mexico. Her area of research interest is Learning Styles and foreign language learning. She has participated in different congresses nationally and internationally.

Referências

Agrawal, A. K., & Mittal, G. K. (2018). The role of ICT in higher education for the 21st century: ICT

as a change agent for education. Multidisciplinary Higher Education, Research, Dynamics & Concepts: Opportunities & Challenges For Sustainable Development, 1(1), 76-83. Retrieved from https://bit.ly/3mx41L8

Albero, C., (2002). El impacto de las nuevas tecnologías en la educación superior: un enfoque sociológico. Boletín de la Red Estatal de Docencia Universitaria, 2(3), 1-10. Retrieved from https://bit.ly/31SWhuX

Bair, D. E., & Bair, M. A. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1-15. Retrieved from https://bit.ly/35GhKbH

Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1-41. Retrieved from https://bit.ly/34za4sm

Başal, A. (2013). ELT teachers as online material developers. The online of Distance Education And e-learning, 1(2), 8-12. Retrieved from https://bit.ly/2HzQNhT

Bautista, N. (2011). Proceso de la investigación cualitativa: epistemología, metodología y aplicaciones. Bogotá: Manual Moderno

Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational technology, 35(1), 22-30, 35(1) 22-30. Retrieved from https://bit.ly/3e8aWaI

Buttar, S. S. (2016). ICT in higher education. PEOPLE: International Journal of Social Sciences, 2(1). doi: https://doi.org/10.20319/pijss.2016.s21.16861696

Cladellas, R., & Castelló, A. (2011). University Professors' Stress and Perceived State of Health In Relation to Teaching Schedules. Electronic Journal of Research in Educational Psychology, 9(1). Retrieved from https://bit.ly/2G7sJC4

Comas-Quinn, Anna (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218-232. Retrieved from https://bit.ly/37RM7hY

Conceição, S. C. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57(1), 26-45. doi: https://doi.org/10.1177/1059601106292247

Conrad, D. (2004). University instructors’ reflections on their first online teaching experiences. Journal of Asynchronous Learning Networks, 8(2), 31-44. Retrieved from https://bit.ly/34D9FFu

Cornelius, S., & Higgison, C. (2000). The Tutor's role. UK: Heriot–Watt University

Dewey, J. (2010). Experiencia y educación (Trad. L. Luzuriaga). Madrid, España: Biblioteca Nueva. (Obra original publicada en 1938 bajo el nombre de Experience and Education. New York: Kappa Delta Pi).

Edel, R. (2004). El concepto de enseñanza aprendizaje. Revista electrónica Red Científica. Ciencia, Tecnología y Pensamiento, 1-5. Retrieved from https://bit.ly/37WhY1b

Ellis, R. A., & Bliuc, A. M. (2019). Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning. Active Learning in Higher Education, 20(1), 11-24. doi: https://doi.org/10.1177/1469787417721384

Fandiño Parra, Y. J., Cardona Serrano, A., & Galindo Cuesta, J. A. (2014). Wikis como herramienta educativa en la enseñanza de las lenguas extranjeras. Voces y silencios. Revista Latinoamericana de Educación, 5(1), 42-64. doi: https://doi.org/10.18175/vys5.1.2014.03

Fedorenko, E. H., Velychko, V. Y., Stopkin, A. V., & Chorna, A. V. (2019). Informatization of education as a pledge of the existence and development of a modern higher education. Pedagogía de la escuela superior y secundaria 52, 5-21. Retrieved from https://bit.ly/3muDFt6

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

Gibbs, G. (2007). El análisis de datos cualitativos en investigación cualitativa. Madrid, España: Morata.

González-Zamar, M. D., & Abad-Segura, E. (2020). Diseño del espacio educativo universitario y su

impacto en el proceso académico: análisis de tendencias. Revista De Estilos De Aprendizaje, 13(25),

-13. Retrieved from https://bit.ly/31RBd8c

Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65- 72. Retrieved from https://bit.ly/31QMu8P

Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/ learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199-206. doi: https://doi.org/10.1016/j.tate.2009.02.018

Hartley, J. (2007). Teaching, learning and new technology: a review for teachers. British Journal of Educational Technology, 38(1), 42-62. doi: https://doi.org/10.1111/j.1467-8535.2006.00634.x

Hauck, M., & Haezewindt, B. (1999). Adding a new perspective to distance (language) learning and teaching–the tutor's perspective. ReCALL, 11(2), 46-54. doi: https://doi.org/10.1017/S095834400000495X

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio. P. (2014). Metodología de la investigación (6ª ed.). México DF: McGraw Hill Education.

Houlihan, M., Fraser, I., Fenwick, K. D., Fish, T., & Moeller, C. (2009). Personality Effects on Teaching Anxiety and Teaching Strategies in University Professors. Canadian Journal of Higher Education, 39(1), 61-72. Retrieved from https://bit.ly/34A72Ei

INEGI. (2019). Estadísticas a propósito del día mundial del internet. INEGI. Retrieved from https://bit.ly/34Czup3

Islam, A. A., Mok, M. M. C., Gu, X., Spector, J., & Hai-Leng, C. (2019). ICT in higher education: An exploration of practices in malaysian universities. IEEE Access, 7, 16892-16908. Retrieved from https://bit.ly/31VdFPQ

Izquierdo, R. M. R. (2011). Repensar la relación entre las TIC y la enseñanza universitaria: problemas y soluciones. Profesorado. Revista de Currículum y Formación de Profesorado, 15(1), 9-22. Retrieved from https://bit.ly/3jDNFOS

Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher education. Educause quarterly, 29(4), 22-30. Retrieved from https://bit.ly/35L9tTI

Lamy, M. N., & Goodfellow, R. (1999). Supporting language students' interactions in web-based conferencing. Computer Assisted Language Learning, 12(5), 457-477. doi: https://doi.org/10.1076/call.12.5.457.5696

Larrosa, J. (2009). Experiencia y alteridad en educación. In C, Skliar y J, Larrosa, Experiencia y alteridad en educación. (p.p. 13-45). Argentina: Homo Sapiens.

López Berlanga, M. C., Vieira Barros, D. M., & Sánchez Romero, C. (2019). El estilo de uso del espacio virtual de internet con estudiantes de Educación Secundaria. Revista De Estilos De Aprendizaje, 12(24), 77-88. Retrieved from https://bit.ly/2HAlJi4

López, F. (2002). El análisis de contenido como método de investigación. Revista Internacional de Investigación e Innovación Educativa, 4,167-179. Retrieved from https://bit.ly/34zMyeJ

Mohan, R. (2019). Innovative science teaching. Dheli: PHI Learning Private Limited.

Molla, M. K. (2020). Attitude of college students towards ICT (Information and Communication Technology) in Higher Education. Journal of Information and Computational Science, 10(8). Retrieved from https://bit.ly/2GbGxM0

Monje, C. (2011). Metodología de la investigación cualitativa y cuantitativa. Guía didáctica. Neiva: Universidad Sur Colombiana.

Redondo Marin, M. P., Pulido Guerrero, E. G., Jiménez Ruiz, L. K., & Olivella López, G. (2019). Estrategias cognitivas y estilos de aprendizaje en estudiantes de básica secundaria. Revista De Estilos De Aprendizaje, 12(23), 30-49. Retrieved from https://bit.ly/3mBzCLH

Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID- 19 Pandemic of 2020. OECD. Retrieved from https://bit.ly/3oJS0nB

Rodríguez, S. D., & González, M. F. (2018). Análisis de la implantación de las tic en la educación secundaria. Tendencias tecnológicas actuales. Revista De Estilos De Aprendizaje, 11(22), 109-136. Retrieved from https://bit.ly/35IEcAL

Rosell-Aguilar, F. (2007). Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC. The JALT CALL Journal, 3(1-2), 81-94. https://bit.ly/37PUIBD

Sánchez, M. D. R. G., Añorve, J. R., & Alarcón, G. G. (2017). Las Tic en la educación superior, innovaciones y retos/The ICT in higher education, innovations and challenges. RICSH Revista Iberoamericana de las Ciencias Sociales y Humanísticas, 6(12), 299-316. Retrieved from https://bit.ly/3kCSkSB

SEP. (2019). Principales cifras del sistema educativo nacional. México: SEP. Retrieved from https://bit.ly/3ee27w0

Sequeira, A.H. (2017). Introduction To Concepts Of Teaching And Learning. Retrieved from https://bit.ly/31Usl1o

Shield, L., Hauck, M., & Hewer, S. (2001). Talking to strangers: the role of the tutor in developing target language speaking skills at a distance. Work presented in the UNTELE conferences Use of new technologies in foreign language teaching in Compiègne, France. Abstract retrieved from https://www.utc.fr/~untele/volume2.pdf#page=80

Singh, G., O’Donoghue, J., & Worton, H. (2005). A study into the effects of elearning on higher education. Journal of University teaching and learning practice, 2(1), 13-24. Retrieved from https://bit.ly/3oAJZRF

Smits, A., & Voogt, J. (2017). Elements of satisfactory online asynchronous teacher behaviour in higher education. Australasian Journal of Educational Technology, 33(2), 97-114. Retrieved from https://bit.ly/2GbIwzW

Tomlinson, B. (2011). Introduction: principles and procedures of materials development. In B, Tomlinson. (Eds.), Development. Materials development in language teaching. (pp. 1-34). Cambridge: University Press.

Weasenforth, D. (2001). ¡Ouch! Real headhaches in a virtual classroom. Work presented in the UNTELE conferences Use of new technologies in foreign language teaching in Compiègne, France. Retrieved from http://www.utc.fr/~untele/volume2.pdf

Zambrano Acosta, J., Arango Quiroz, L., & Lezcano Rueda, M. (2018). Estilos de aprendizaje, estrategias de aprendizaje y su relación con el uso de las TIC en estudiantes de educación secundaria. Revista De Estilos De Aprendizaje, 11(21), 130-155. Retrieved from https://bit.ly/2TwToez

Zambrano, M. (1989). Notas de un método. Madrid: Mondadori.

Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145-155. doi: https://doi.org/10.1016/j.compedu.2019.02.013

Zia, N., Ilahi, M., & Khan, N. A. (2018). The role of ICT (Information & Communication Technology) in higher education. Multidisciplinary Higher Education, Research, Dynamics & Concepts: Opportunities & Challenges For Sustainable Development, 1(1), 204-212. Retrieved from https://bit.ly/3e4AftW

Publicado

2020-11-15

Como Citar

Juárez Díaz, C. (2020). Online Teaching Experiences of Language Teachers in Higher Education in the Confinement Period. Revista De Estilos De Aprendizagem, 13(Especial), 43–55. https://doi.org/10.55777/rea.v13iEspecial.2238