Resumo

ALVAREZ, Marisa et al. Aprendizajes y tareas pendientes a partir de la virtualización de emergencia de la enseñanza en el nivel de posgrado. Espac. blanco, Ser. indagaciones [online]. 2023, vol.33, n.2, pp.223-223. ISSN 1515-9485.  http://dx.doi.org/https://doi.org/10.37177/unicen/eb33-373.

The educational field has been impacted by the global health crisis generated by COVID-19. Due to the temporary suspension of face-to-face activities, it had to face challenges requiring both government and institutional interventions to guarantee pedagogical continuity. This exploratory and descriptive work analyzes the experience in dictating postgraduate courses at Universidad Nacional de Tres de Febrero (UNTREF) during the second year of preventive and mandatory social distancing. To this end, four dimensions of analysis were established: a) pedagogical model; (b) evaluation of experience; c) the institutional role in virtualization and, d) the future of virtualization. These were investigated through group interviews with university professors who had taught in the postgraduate program during the second year of preventive and compulsory social distancing. The main finding of the work is the emergence of a teaching modality that raises pedagogical learning in the teaching staff, many of which have been incorporated and may possibly remain in the classroom. Changes in the pedagogical time and the type of activities proposed for teaching, the way of accompanying and guiding students and the use of technological didactic resources stand out. Among the main obstacles, limitations are observed with respect to the relationship and interaction with and among students.

Palavras-chave : university; COVID-19; virtualization; postgraduate level; academic management.

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