Publication: Rol del docente en el aprendizaje virtual de emergencia porcovid-19 en una facultad de odontología chilena
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Date
2025
Authors
Díaz Trujillo, Andrés ; Romo, Verónica ; Pávez Alfaro, Hernán
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.639731
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info:eu-repo/semantics/article
Description
Abstract
El confinamiento debido a la pandemia por COVID-19 obligó a instituciones educativasde todo el mundo a adaptarse rápidamente a la enseñanza remota de emergencia (ERE). Estecambio abrupto planteó desafíos significativos en la Educación Superior. En este contexto, resultacrucial comprender cómo se perciben la adaptación de los roles docentes en el proceso devirtualización. De esta manera, la pregunta de investigación es ¿Cómo perciben los estudiantes,los docentes y los directivos el rol del docente en la virtualización de emergencia de la carrera deodontología de una universidad privada? El objetivo de esta investigación es describir einterpretar las percepciones de una comunidad educativa respecto del rol del docente en elperíodo ERE. Para ello nos basamos en la perspectiva del buen docente de salud según Harden yCrosby. El estudio se enmarca dentro de una investigación cualitativa con un enfoqueinterpretativo fenomenológico y un diseño teórico-metodológico microetnográfico, mediante laaplicación de entrevistas semiestructuradas y semiestandarizadas. Los datos fueron analizadosmediante codificación y triangulación, generando matrices abiertas, axiales y una matriz selectivafinal, y contrastados con las seis categorías de roles del docente. Se reveló que, aunque se mantuvola continuidad educativa, el formato remoto de emergencia afectó y comprometió de manera significativa todos los roles docentes. Se destacó la necesidad de presencialidad para los contenidos procedimentales, siendo el subrol de modelo a seguir en el trabajo el más afectado. Se sugieren futuras investigaciones sobre la educación virtual en el contexto de la ERE, para ampliarla comprensión del fenómeno y estar mejor preparados para contingencias similares o avanzar hacia una modalidad híbrida en la carrera de Odontología.
Confinement due to the COVID-19 pandemic forced educational institutions around theworld to quickly adapt to emergency remote teaching (ERE). This abrupt change posed significantchallenges in Higher Education. In this context, it is crucial to understand how teaching roles areperceived to adapt in the process of virtualization. Thus, the research question is: How dostudents, teachers and academic administrators perceive the role of the teacher in the emergencyvirtualization of the dental career at a private university? The objective of this research is todescribe and interpret the perceptions of an educational community regarding the role of theteacher in the ERE period. To do so, we based ourselves on the perspective of the good healthteacher, according to Harden and Crosby. The study is framed within qualitative research with aphenomenological interpretative approach and a micro ethnographic theoretical-methodologicaldesign through the application of semi-structured and semi-standardized interviews. The datawere analyzed by coding and triangulation, generating open and axial matrices and a finalselective matrix, and contrasted with the six categories of teacher roles. It was revealed that,although educational continuity was maintained, the remote emergency format significantlyaffected and compromised all teaching roles. The need for face-to-face presence for proceduralcontent was highlighted, with the role model sub role being the most affected. Future research onvirtual education in the context of ERE is suggested in order to broaden the understanding of thephenomenon and prepare better for similar contingencies or move towards a hybrid modality inthe dental career
Confinement due to the COVID-19 pandemic forced educational institutions around theworld to quickly adapt to emergency remote teaching (ERE). This abrupt change posed significantchallenges in Higher Education. In this context, it is crucial to understand how teaching roles areperceived to adapt in the process of virtualization. Thus, the research question is: How dostudents, teachers and academic administrators perceive the role of the teacher in the emergencyvirtualization of the dental career at a private university? The objective of this research is todescribe and interpret the perceptions of an educational community regarding the role of theteacher in the ERE period. To do so, we based ourselves on the perspective of the good healthteacher, according to Harden and Crosby. The study is framed within qualitative research with aphenomenological interpretative approach and a micro ethnographic theoretical-methodologicaldesign through the application of semi-structured and semi-standardized interviews. The datawere analyzed by coding and triangulation, generating open and axial matrices and a finalselective matrix, and contrasted with the six categories of teacher roles. It was revealed that,although educational continuity was maintained, the remote emergency format significantlyaffected and compromised all teaching roles. The need for face-to-face presence for proceduralcontent was highlighted, with the role model sub role being the most affected. Future research onvirtual education in the context of ERE is suggested in order to broaden the understanding of thephenomenon and prepare better for similar contingencies or move towards a hybrid modality inthe dental career
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Citation
Revista Española de Educación Médica, Vol. 6 Núm. 1 (2025)
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