Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia
Objective: to present the educational experiences of students and teachers on the remote learning model implemented by the University during the COVID-19 lockdown. This is a case study based on the intersemester courses offered by the Department of Mathematics and Physics of the Universidad de los L...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11642 |
| _version_ | 1801706218313482240 |
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| author | Guerrero, Sara Cristina Rojas García, Beatriz Cuño Bonito , Justo |
| author_facet | Guerrero, Sara Cristina Rojas García, Beatriz Cuño Bonito , Justo |
| author_sort | Guerrero, Sara Cristina |
| collection | OJS |
| description | Objective: to present the educational experiences of students and teachers on the remote learning model implemented by the University during the COVID-19 lockdown. This is a case study based on the intersemester courses offered by the Department of Mathematics and Physics of the Universidad de los Llanos Colombia.
Originality/contribution: to document the historical lockdown, caused by the COVID-19 pandemic, with respect to the first experiences but also the social and educational problems faced by higher education institutions, such as the implementation of a remote learning model to ensure the continuity of the educational process.
Method: it was used a mixed descriptive methodological approach. Content analysis was carried out with the instruments applied to the participants -students enrolled in the intersemester courses of Special Mathematics and Experimental Design-.
Strategies/information collection: The collection strategy for this research was carried out in two stages. First, a questionnaire was applied to characterize the study population and to learn about the social responsibility and the impact of the pandemic. Secondly, with the purpose of gathering information on the perception, difficulties, advantages and disadvantages of the online modality of the inter-semester courses, two instruments were applied; one was addressed to the students who finished their courses and the other to the dropouts.
Conclusions: From these first shared experiences, it can be concluded that there was consensus around the idea of remote education as an alternative to give continuity to the learning process, but it was noted that its implementation and development require more time and work. The dynamism offered by ICTs was revalued, as they became a mechanism of mandatory applicability in the teaching-learning process. Likewise, the inter-semester courses externalized the inequality and segregation of the region and among its students because only a small group equipped with the necessary technological and connectivity resources benefited from this modality. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11642 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2021 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-116422023-09-06T20:33:21Z Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia Enseñanza-Aprendizaje en matemáticas y estadística durante la COVID-19. Universidad de los Llanos, Colombia Ensino-Aprendizagem em matemática e estatística durante a COVID-19. Universidade de los Llanos, Colombia Guerrero, Sara Cristina Rojas García, Beatriz Cuño Bonito , Justo Covid-19 virtualidad modelo de aprendizaje remoto presencialidad matemáticas y estadística COVID-19; virtualidad; matemáticas y estadística presencialidad; aprendizaje remoto; COVID-19 virtuality online learning model attendance mathematics and statistics Objective: to present the educational experiences of students and teachers on the remote learning model implemented by the University during the COVID-19 lockdown. This is a case study based on the intersemester courses offered by the Department of Mathematics and Physics of the Universidad de los Llanos Colombia. Originality/contribution: to document the historical lockdown, caused by the COVID-19 pandemic, with respect to the first experiences but also the social and educational problems faced by higher education institutions, such as the implementation of a remote learning model to ensure the continuity of the educational process. Method: it was used a mixed descriptive methodological approach. Content analysis was carried out with the instruments applied to the participants -students enrolled in the intersemester courses of Special Mathematics and Experimental Design-. Strategies/information collection: The collection strategy for this research was carried out in two stages. First, a questionnaire was applied to characterize the study population and to learn about the social responsibility and the impact of the pandemic. Secondly, with the purpose of gathering information on the perception, difficulties, advantages and disadvantages of the online modality of the inter-semester courses, two instruments were applied; one was addressed to the students who finished their courses and the other to the dropouts. Conclusions: From these first shared experiences, it can be concluded that there was consensus around the idea of remote education as an alternative to give continuity to the learning process, but it was noted that its implementation and development require more time and work. The dynamism offered by ICTs was revalued, as they became a mechanism of mandatory applicability in the teaching-learning process. Likewise, the inter-semester courses externalized the inequality and segregation of the region and among its students because only a small group equipped with the necessary technological and connectivity resources benefited from this modality. Objetivo: presentar las experiencias y los aprendizajes de estudiantes y docentes en torno al modelo de aprendizaje remoto que implementó la Universidad —debido al confinamiento por la covid-19—, mediante un estudio de caso a partir de los cursos intersemestrales[1] ofrecidos por el Departamento de Matemáticas y Física de la Universidad de los Llanos, Colombia. Originalidad/aporte: evidencia el momento histórico de confinamiento debido a la pandemia causada por la covid-19, con base en las primeras experiencias que afrontaron las instituciones de educación superior, como problemática social y educativa, para asumir el aprendizaje remoto y dar continuidad al proceso educativo. Método: el enfoque metodológico es mixto de tipo descriptivo, se realizó un análisis de contenido a los instrumentos aplicados a estudiantes inscritos en los cursos intersemestrales de Matemáticas Especiales y Diseño Experimental. Estrategias/recolección de información: se desarrolló en dos momentos; en el primero, se aplicó un cuestionario con el propósito de caracterizar la población de estudio y conocer la responsabilidad social y la afectación a causa de la pandemia; en el segundo momento la finalidad fue conocer la percepción, las dificultades, las ventajas y desventajas del desarrollo virtual de los cursos intersemestrales, para lo cual se aplicaron dos instrumentos, uno dirigido a los estudiantes que terminaron y otro, a los desertores. Conclusiones: se puede concluir que en estas primeras experiencias hubo consenso acerca de que la virtualidad es una alternativa para dar continuidad al proceso educativo, pero que su implementación y desarrollo implican mayor tiempo y trabajo. Se revalorizó el dinamismo del uso de las tics, pues se convirtieron en un mecanismo de aplicabilidad obligatoria en el proceso de enseñanza-aprendizaje. Así mismo, los intersemestrales exteriorizaron la desigualdad y la segregación de la región y los estudiantes, pues, al no poseer los recursos tecnológicos y de conectividad, solo se vio privilegiado un pequeño grupo. [1] Cursos intensivos que se imparten durante cuatro semanas en las universidades, cuando se ha finalizado el semestre académico. Objetivo: Este trabalho tem como objetivo apresentar as experiências e aprendizagens de alunos e professores em torno do modelo de ensino a distância que a Universidade implantou, devido ao confinamento por covid-19; por meio de um estudo de caso baseado nos cursos semestrais[1] oferecidos pelo Departamento de Matemática e Física da Universidad de los Llanos Colômbia. Originalidade/contribuição: evidencia o momento histórico de confinamento devido à pandemia causada pelo COVID-19, a partir das primeiras experiências que as instituições de ensino superior enfrentaram, como problema social e educacional, para assumir a aprendizagem remota e dar continuidade ao processo educacional. Método: A abordagem metodológica é mista de tipo descritivo, foi realizada uma análise de conteúdo dos instrumentos aplicados aos alunos matriculados nos cursos intercalares de Matemática Especial e Desenho Experimental. Estratégias / coleta de informações : foi desenvolvido em dois momentos; Na primeira, foi aplicado um questionário com a finalidade de caracterizar a população do estudo e conhecer a responsabilidade social e a afetação devido à pandemia; No segundo momento, objetivou-se conhecer a percepção, as dificuldades, as vantagens e desvantagens do desenvolvimento virtual dos cursos intersemestrais, para o qual foram aplicados dois instrumentos, um voltado para os alunos que concluíram e o outro, para os desistentes. Conclusões: Pode-se concluir que nessas primeiras experiências houve consenso de que a virtualidade é uma alternativa para dar continuidade ao processo educativo, mas que sua implementação e desenvolvimento envolvem mais tempo e trabalho. O dinamismo do uso das TICs foi reavaliado, pois elas se tornaram um mecanismo de aplicabilidade obrigatória no processo de ensino-aprendizagem. Da mesma forma, os exames semestrais exteriorizaram a desigualdade e segregação da região e dos alunos, pois, por não dispor dos recursos tecnológicos e de conectividade, apenas um pequeno grupo foi privilegiado. [1] Cursos intensivos ministrados durante quatro semanas nas Universidades, no final do semestre letivo. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2021-07-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11642 10.19053/01227238.11642 Revista Historia de la Educación Latinoamericana; Vol. 23 No. 37 (2021): María Angélica Idrobo Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 37 (2021): María Angélica Idrobo 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11642/11539 Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | Covid-19 virtualidad modelo de aprendizaje remoto presencialidad matemáticas y estadística COVID-19; virtualidad; matemáticas y estadística presencialidad; aprendizaje remoto; COVID-19 virtuality online learning model attendance mathematics and statistics Guerrero, Sara Cristina Rojas García, Beatriz Cuño Bonito , Justo Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title | Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title_alt | Enseñanza-Aprendizaje en matemáticas y estadística durante la COVID-19. Universidad de los Llanos, Colombia Ensino-Aprendizagem em matemática e estatística durante a COVID-19. Universidade de los Llanos, Colombia |
| title_full | Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title_fullStr | Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title_full_unstemmed | Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title_short | Teaching-Learning in mathematics and statistics during COVID-19. Universidad de los Llanos, Colombia |
| title_sort | teaching learning in mathematics and statistics during covid 19 universidad de los llanos colombia |
| topic | Covid-19 virtualidad modelo de aprendizaje remoto presencialidad matemáticas y estadística COVID-19; virtualidad; matemáticas y estadística presencialidad; aprendizaje remoto; COVID-19 virtuality online learning model attendance mathematics and statistics |
| topic_facet | Covid-19 virtualidad modelo de aprendizaje remoto presencialidad matemáticas y estadística COVID-19; virtualidad; matemáticas y estadística presencialidad; aprendizaje remoto; COVID-19 virtuality online learning model attendance mathematics and statistics |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11642 |
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