CRIS

Permanent URI for this communityhttps://investigadores.udd.cl/handle/123456789/1

Browse

Settings

Author: search.filters.author.Karla LobosSubject: search.filters.subject.higher education

Search Results

Now showing 1 - 5 of 5
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador
    (2023)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Fabiola Sáez
    ;
    Javier Mella
    ;
    Nataly Cisternas
    Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF
      1
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
    (2023)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Diego García-Álvarez
    ;
    Jorge Maldonado-Mahauad
    ;
    Carola Bruna
    <jats:p>The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.</jats:p>
      5Scopus© Citations 19
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
    (2022)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Carola Bruna Jofre
    ;
    Karla Lobos
    ;
    Nataly Cisternas San Martin
    ;
    Esteban Guzman
    <jats:p>After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.</jats:p>
      1Scopus© Citations 65
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
    (2022)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Claudio Bustos
    ;
    Nelson Arias
    <jats:p>&lt;p style="text-align: justify;"&gt;This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.&lt;/p&gt;</jats:p>
    Scopus© Citations 1  1
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
      1Scopus© Citations 8