COVID-19, Cambios en las prácticas educativas y percepción del estrés por parte de los educadores universitarios en América Latina – un análisis post pandémico
Resumen La pandemia de la COVID-19 provocó profundos cambios en los contextos sociales y profesionales. Se cerraron escuelas y universidades de todo el mundo para frenar el contagio. Muchos educadores se vieron obligados a reinventar sus clases en un modo no presencial, mediado por la tecnología en un corto período de tiempo. Este escenario de exceso de trabajo puede llevar a los educadores al estrés, favoreciendo el malestar, la ansiedad y la depresión por las incertidumbres derivadas de la pandemia y la búsqueda de nuevos conocimientos adquiridos. Este artículo muestra los resultados de una investigación realizada con educadores universitarios en América Latina que han venido ejerciendo la actividad docente durante el aislamiento social impuesto por la COVID-19. Los resultados muestran que, con una sola excepción, los educadores de todos los países informaron sufrir algunos aspectos relacionados con el estrés en relación con alguna forma de enseñanza a distancia. Las mujeres percibieron una mayor carga de trabajo, lo que generó desigualdades de género amplificadas durante las pandemias. No existe una relación clara entre el grado de experiencia tecnológica y los factores de estrés, aunque, en general, los educadores emplean más tiempo para preparar material de aprendizaje y monitorear el progreso de los estudiantes. La infraestructura tecnológica no era una gran preocupación para los educadores en las grandes ciudades, pero se informaron algunos problemas fundamentales de infraestructura debido a la realidad económica de cada país o las condiciones geográficas.
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Araujo, R. M., Cibelle, A., Martins, V. F., Eliseo, M. A., & Silveira, I. F. (2020). COVID-19, mudanças em práticas educacionais e a percepção de estresse por docentes do ensino superior no Brasil [COVID-19, changes in educational practices and the perception of stress by higher education teachers in Brazil]. Revista Brasileira de Informática na Educação, 28, 864-891. https://doi.org/10.5753/rbie.2020.28.0.864
Calais, S. L., Andrade, L. M. B. y Lipp, M. E. N. (2003). Diferenças de sexo e escolaridade na manifestaçao de stress em adultos jovens. Psicología: Reflexâo e Crítica, 16(2), 257-263. https://doi.org/10.1590/S0102-79722003000200005
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, Article 112934. https://doi.org/10.1016/j.psychres.2020.112934
Casali, A., & Torres, D. (2021). Impacto del COVID-19 en docentes universitarios argentinos: cambio de prácticas, dificultades y aumento del estrés [Impact of COVID-19 on Argentine university teachers: change in practices, difficulties and increased stress]. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 28, 423-431. https://doi.org/10.24215/18509959.28.e53
COAD. (2020). Balance y prospectiva sobre nuestro trabajo en el contexto de pandemia [Balance and perspective on our work in the context of the pandemic]. Association of Teachers and Researchers of the National University of Rosario. http://www.coad.org.ar/
Dirección General de Planeamiento (2020). Principales resultados de la Encuesta a docentes de la Udelar sobre la propuesta educativa en la modalidad virtual del primer semestre de 2020, Universidad de la República [Main results of the Survey of Udelar teachers on the educational proposal in the virtual modality of the first semester of 2020, University of the Republic]. https://bit.ly/3Yazdmw
Fardoun, H., González, C., Collazos, C. A., & Yousef, M. (2020). Exploratory study in Ibero-America on teaching-learning processes and evaluation proposal in times of pandemic. Education in the Knowledge Society, 21, Article 17. https://doi.org/10.14201/eks.23537
García-Holgado, A., & García-Peñalvo, F. J. (2022). A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. In F. J. García-Peñalvo, A. García-Holgado, A. Dominguez, & J. Pascual (Eds.), Women in STEM in Higher Education. Good Practices of Attraction, Access and Retainment in Higher Education (pp. 1-19). Springer Singapore. https://doi.org/10.1007/978-981-19-1552-9_1
García-Peñalvo, F. J. (2021). Digital Transformation in the Universities: Implications of the COVID-19 Pandemic. Education in the Knowledge Society, 22, Article e25465. https://doi.org/10.14201/eks.25465
García-Peñalvo, F. J., Corell, A., Rivero-Ortega, R., Rodríguez-Conde, M. J., & Rodríguez-García, N. (2021). Impact of the COVID-19 on Higher Education: An Experience-Based Approach. In F. J. García-Peñalvo (Ed.), Information Technology Trends for a Global and Interdisciplinary Research Community (pp. 1-18). IGI Global. https://doi.org/10.4018/978-1-7998-4156-2.ch001
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021b). Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context. COVID-19 as an Opportunity for Global Learning (pp. 85-98). Springer Nature. https://doi.org/10.1007/978-981-15-7869-4_6
García-Peñalvo, F. J., García-Holgado, A., Dominguez, A., & Pascual, J. (Eds.). (2022). Women in STEM in Higher Education. Good Practices of Attraction, Access and Retainment in Higher Education. Springer Singapore. https://doi.org/10.1007/978-981-19-1552-9
García-Salirrosas, E. E. (2020,). Satisfaction of university students in virtual education in a COVID-19 scenario. In 2020 3rd International Conference on Education Technology Management (pp. 41-47). ACM. https://doi.org/10.1145/3446590.3446597
Gómez-Gómez, M., Hijón-Neira, R., Santacruz-Valencia, L., & Pérez-Marín, D. (2022). Impact of the Emergency Remote Teaching and Learning Process on Digital Competence and Mood in Teacher Training. Education in the Knowledge Society, 23, Article e27037. https://doi.org/10.14201/eks.27037
Goren, N., Jerez, C., & Figueroa, K. Y. (2020). ¿Los cuidados en agenda?: Reflexiones y proyecciones feministas en época de COVID-19. Desigualdades en el marco de la pandemia: Reflexiones y desafíos (pp. 33-43). EDUNPAZ.
Goulart Junior, E., & Lipp, M. E. N. (2008). Estresse entre professoras do ensino fundamental de escolas públicas estaduais [Stress among teachers of fundamental education in state public schools.]. Psicologia em estudo, 13(4), 847-857. https://doi.org/10.1590/S1413-73722008000400023
Hernández, C., Garcés, M. F., & Hernández, E. (2020). Pandemia de COVID-19 en Venezuela: Segunda cuarentena. Acta Científica De La Sociedad Venezolana De Bioanalistas Especialistas, 23(1), 118-130.
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1) 1-22. https://doi.org/10.1186/s41239-020-00234-x
Huang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry Research, 288, Article 112954. https://doi.org/10.1016/j.psychres.2020.112954
Huang, Y., & Zhao, N. (2021). Corrigendum to Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey [Psychiatry Research, 288 (2020) 112954]. Psychiatry research, 299, Article 113803. https://doi.org/10.1016/j.psychres.2021.113803
Knopik, T., & Oszwa, U. (2021). E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic. Education in the Knowledge Society, 22, Article e25176. https://doi.org/10.14201/eks.25176
Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), Article 3764. https://doi.org/10.3390/ijerph18073764
Martins, M. D. G. T. (2007). Sintomas de stress em professores brasileiros [Symptoms of stress in Brazilian teachers]. Revista Lusófona de Educação, 10, 109-128.
Monteiro, B. M. M., & Souza, J. C. (2020). Saúde mental e condições de trabalho docente universitário na pandemia da COVID-19 [Mental health and working conditions for university teachers in the COVID-19 pandemic]. Research, Society and Development, 9(9) e468997660-e468997660. https://doi.org/10.33448/rsd-v9i9.7660
Novaes, F. C., & Aquino, S. D. D. (2021). Mundo post pandémico: Consecuencias individuales y políticas de la pandemia de COVID-19 [Post-pandemic world: Individual and political consequences of the COVID-19 pandemic]. Estudos de Psicologia (Natal), 26(1), 3-12. https://doi.org/10.22491/1678-4669.20210002
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, Article 113108. https://doi.org/10.1016/j.psychres.2020.113108
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11, Article 3861. https://doi.org/10.3389/fpsyg.2020.620718
Pather, N., Blyth, P., Chapman, J. A., Dayal, M. R., Flack, N. A. M. S., Fogg, Q. A., Green, R. A., Hulme, A. K., Johnson, I. P., Meyer, A. J., Morley, J. W., Shortland, P. J., Štrkalj, G., Štrkalj, M., Valter, K., Webb, A. L., Woodley, S. J., & Lazarus, M. D. (2020). Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the COVID-19 Pandemic. Anatomical Sciences Education, 13(3), 284–300. https://doi.org/10.1002/ase.1968
Pereira, H. P., Santos, F. V., & Manenti, M. A. (2020). Saúde Mental de Docentes em Tempos de Pandemia: os impactos das atividades remotas [Mental Health of Teachers in Times of Pandemic: the impacts of remote activities]. Boletim de Conjuntura (BOCA), 3(9), 26-32. https://doi.org/10.5281/zenodo.3986851
Pedrozo-Pupo, J. C., Pedrozo-Cortés, M. J., & Campo-Arias, A. (2020). Perceived stress associated with COVID-19 epidemic in Colombia: an online survey. Cadernos de saúde publica, 36, Article e00090520. https://doi.org/10.1590/0102-311X00090520
Poalses, J. & Bezuidenhout, A. (2018). Mental Health in Higher Education: A Comparative Stress Risk Assessment at an Open Distance Learning University in South Africa. International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3391
Rajkumar R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian journal of psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066
Ramírez-Montoya, M. S. (2020). Digital transformation and educational innovation in Latin America in the framework of COVID-19. Campus virtuales, 9(2), 123-139.
Robinet-Serrano, A. L., & Pérez-Azahuanche, M. (2020). Estrés en los docentes en tiempos de pandemia COVID-19 [Stress in teachers in times of the COVID-19 pandemic]. Polo del Conocimiento, 5(12), 637-653. https://doi.org/10.23857/pc.v5i12.2111
Rodríguez-Paz, M. X., González-Mendivil, J. A., Zárate-García, J. A., Zamora-Hernández, I., & Nolazco-Flores, J. A. (2021). A Hybrid Teaching Model for Engineering Courses Suitable for Pandemic Conditions. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 16(3), 267-275. https://doi.org/10.1109/RITA.2021.3122893
Sadir, M. A., Bignotto, M. M., & Lipp, M. E. N. (2010). Stress e qualidade de vida: influência de algumas variáveis pessoais [Stress and quality of life: influence of some personal variables]. Paidéia (Ribeirão Preto), 20(45), 73-81. https://doi.org/10.1590/S0103-863X2010000100010
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4), e75411. https://doi.org/10.7759/cureus.7541
UNESCO. (2020). COVID-19 Impact on Education. Retrieved Abril 8 from https://bit.ly/2yJW4yy
UNICEF (2020) ¿Cómo están afrontando los docentes la crisis del COVID-19? [How are teachers coping with the COVID-19 crisis?] http://bit.ly/3X5BrT0
Zeeshan, M., Chaudhry, A. G., & Khan, S. E. (2020). Pandemic Preparedness and Techno Stress among Faculty of DAIs in COVID-19. Sir Syed Journal of Education & Social Research (SJESR), 3(2), 383-396. https://doi.org/10.36902/sjesr-vol3-iss2-2020(383-396)
Calais, S. L., Andrade, L. M. B. y Lipp, M. E. N. (2003). Diferenças de sexo e escolaridade na manifestaçao de stress em adultos jovens. Psicología: Reflexâo e Crítica, 16(2), 257-263. https://doi.org/10.1590/S0102-79722003000200005
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, Article 112934. https://doi.org/10.1016/j.psychres.2020.112934
Casali, A., & Torres, D. (2021). Impacto del COVID-19 en docentes universitarios argentinos: cambio de prácticas, dificultades y aumento del estrés [Impact of COVID-19 on Argentine university teachers: change in practices, difficulties and increased stress]. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 28, 423-431. https://doi.org/10.24215/18509959.28.e53
COAD. (2020). Balance y prospectiva sobre nuestro trabajo en el contexto de pandemia [Balance and perspective on our work in the context of the pandemic]. Association of Teachers and Researchers of the National University of Rosario. http://www.coad.org.ar/
Dirección General de Planeamiento (2020). Principales resultados de la Encuesta a docentes de la Udelar sobre la propuesta educativa en la modalidad virtual del primer semestre de 2020, Universidad de la República [Main results of the Survey of Udelar teachers on the educational proposal in the virtual modality of the first semester of 2020, University of the Republic]. https://bit.ly/3Yazdmw
Fardoun, H., González, C., Collazos, C. A., & Yousef, M. (2020). Exploratory study in Ibero-America on teaching-learning processes and evaluation proposal in times of pandemic. Education in the Knowledge Society, 21, Article 17. https://doi.org/10.14201/eks.23537
García-Holgado, A., & García-Peñalvo, F. J. (2022). A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. In F. J. García-Peñalvo, A. García-Holgado, A. Dominguez, & J. Pascual (Eds.), Women in STEM in Higher Education. Good Practices of Attraction, Access and Retainment in Higher Education (pp. 1-19). Springer Singapore. https://doi.org/10.1007/978-981-19-1552-9_1
García-Peñalvo, F. J. (2021). Digital Transformation in the Universities: Implications of the COVID-19 Pandemic. Education in the Knowledge Society, 22, Article e25465. https://doi.org/10.14201/eks.25465
García-Peñalvo, F. J., Corell, A., Rivero-Ortega, R., Rodríguez-Conde, M. J., & Rodríguez-García, N. (2021). Impact of the COVID-19 on Higher Education: An Experience-Based Approach. In F. J. García-Peñalvo (Ed.), Information Technology Trends for a Global and Interdisciplinary Research Community (pp. 1-18). IGI Global. https://doi.org/10.4018/978-1-7998-4156-2.ch001
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021b). Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context. COVID-19 as an Opportunity for Global Learning (pp. 85-98). Springer Nature. https://doi.org/10.1007/978-981-15-7869-4_6
García-Peñalvo, F. J., García-Holgado, A., Dominguez, A., & Pascual, J. (Eds.). (2022). Women in STEM in Higher Education. Good Practices of Attraction, Access and Retainment in Higher Education. Springer Singapore. https://doi.org/10.1007/978-981-19-1552-9
García-Salirrosas, E. E. (2020,). Satisfaction of university students in virtual education in a COVID-19 scenario. In 2020 3rd International Conference on Education Technology Management (pp. 41-47). ACM. https://doi.org/10.1145/3446590.3446597
Gómez-Gómez, M., Hijón-Neira, R., Santacruz-Valencia, L., & Pérez-Marín, D. (2022). Impact of the Emergency Remote Teaching and Learning Process on Digital Competence and Mood in Teacher Training. Education in the Knowledge Society, 23, Article e27037. https://doi.org/10.14201/eks.27037
Goren, N., Jerez, C., & Figueroa, K. Y. (2020). ¿Los cuidados en agenda?: Reflexiones y proyecciones feministas en época de COVID-19. Desigualdades en el marco de la pandemia: Reflexiones y desafíos (pp. 33-43). EDUNPAZ.
Goulart Junior, E., & Lipp, M. E. N. (2008). Estresse entre professoras do ensino fundamental de escolas públicas estaduais [Stress among teachers of fundamental education in state public schools.]. Psicologia em estudo, 13(4), 847-857. https://doi.org/10.1590/S1413-73722008000400023
Hernández, C., Garcés, M. F., & Hernández, E. (2020). Pandemia de COVID-19 en Venezuela: Segunda cuarentena. Acta Científica De La Sociedad Venezolana De Bioanalistas Especialistas, 23(1), 118-130.
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1) 1-22. https://doi.org/10.1186/s41239-020-00234-x
Huang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry Research, 288, Article 112954. https://doi.org/10.1016/j.psychres.2020.112954
Huang, Y., & Zhao, N. (2021). Corrigendum to Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey [Psychiatry Research, 288 (2020) 112954]. Psychiatry research, 299, Article 113803. https://doi.org/10.1016/j.psychres.2021.113803
Knopik, T., & Oszwa, U. (2021). E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic. Education in the Knowledge Society, 22, Article e25176. https://doi.org/10.14201/eks.25176
Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), Article 3764. https://doi.org/10.3390/ijerph18073764
Martins, M. D. G. T. (2007). Sintomas de stress em professores brasileiros [Symptoms of stress in Brazilian teachers]. Revista Lusófona de Educação, 10, 109-128.
Monteiro, B. M. M., & Souza, J. C. (2020). Saúde mental e condições de trabalho docente universitário na pandemia da COVID-19 [Mental health and working conditions for university teachers in the COVID-19 pandemic]. Research, Society and Development, 9(9) e468997660-e468997660. https://doi.org/10.33448/rsd-v9i9.7660
Novaes, F. C., & Aquino, S. D. D. (2021). Mundo post pandémico: Consecuencias individuales y políticas de la pandemia de COVID-19 [Post-pandemic world: Individual and political consequences of the COVID-19 pandemic]. Estudos de Psicologia (Natal), 26(1), 3-12. https://doi.org/10.22491/1678-4669.20210002
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, Article 113108. https://doi.org/10.1016/j.psychres.2020.113108
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11, Article 3861. https://doi.org/10.3389/fpsyg.2020.620718
Pather, N., Blyth, P., Chapman, J. A., Dayal, M. R., Flack, N. A. M. S., Fogg, Q. A., Green, R. A., Hulme, A. K., Johnson, I. P., Meyer, A. J., Morley, J. W., Shortland, P. J., Štrkalj, G., Štrkalj, M., Valter, K., Webb, A. L., Woodley, S. J., & Lazarus, M. D. (2020). Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the COVID-19 Pandemic. Anatomical Sciences Education, 13(3), 284–300. https://doi.org/10.1002/ase.1968
Pereira, H. P., Santos, F. V., & Manenti, M. A. (2020). Saúde Mental de Docentes em Tempos de Pandemia: os impactos das atividades remotas [Mental Health of Teachers in Times of Pandemic: the impacts of remote activities]. Boletim de Conjuntura (BOCA), 3(9), 26-32. https://doi.org/10.5281/zenodo.3986851
Pedrozo-Pupo, J. C., Pedrozo-Cortés, M. J., & Campo-Arias, A. (2020). Perceived stress associated with COVID-19 epidemic in Colombia: an online survey. Cadernos de saúde publica, 36, Article e00090520. https://doi.org/10.1590/0102-311X00090520
Poalses, J. & Bezuidenhout, A. (2018). Mental Health in Higher Education: A Comparative Stress Risk Assessment at an Open Distance Learning University in South Africa. International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3391
Rajkumar R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian journal of psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066
Ramírez-Montoya, M. S. (2020). Digital transformation and educational innovation in Latin America in the framework of COVID-19. Campus virtuales, 9(2), 123-139.
Robinet-Serrano, A. L., & Pérez-Azahuanche, M. (2020). Estrés en los docentes en tiempos de pandemia COVID-19 [Stress in teachers in times of the COVID-19 pandemic]. Polo del Conocimiento, 5(12), 637-653. https://doi.org/10.23857/pc.v5i12.2111
Rodríguez-Paz, M. X., González-Mendivil, J. A., Zárate-García, J. A., Zamora-Hernández, I., & Nolazco-Flores, J. A. (2021). A Hybrid Teaching Model for Engineering Courses Suitable for Pandemic Conditions. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 16(3), 267-275. https://doi.org/10.1109/RITA.2021.3122893
Sadir, M. A., Bignotto, M. M., & Lipp, M. E. N. (2010). Stress e qualidade de vida: influência de algumas variáveis pessoais [Stress and quality of life: influence of some personal variables]. Paidéia (Ribeirão Preto), 20(45), 73-81. https://doi.org/10.1590/S0103-863X2010000100010
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4), e75411. https://doi.org/10.7759/cureus.7541
UNESCO. (2020). COVID-19 Impact on Education. Retrieved Abril 8 from https://bit.ly/2yJW4yy
UNICEF (2020) ¿Cómo están afrontando los docentes la crisis del COVID-19? [How are teachers coping with the COVID-19 crisis?] http://bit.ly/3X5BrT0
Zeeshan, M., Chaudhry, A. G., & Khan, S. E. (2020). Pandemic Preparedness and Techno Stress among Faculty of DAIs in COVID-19. Sir Syed Journal of Education & Social Research (SJESR), 3(2), 383-396. https://doi.org/10.36902/sjesr-vol3-iss2-2020(383-396)
Frango-Silveira, I., Mendes-de-Araújo, R., Farinazzo-Martins, V., Eliseo, M. A., Albuquerque-de-la-Higuera-Amato, C., Casali, A., Torres, D., Costas-Jauregui, V., Collazos, C., Muñoz, D., de la Rosa-Feliz, C., Yangüez-Cervantes, N., Villaba-Condori, K. O., Ibarra, M., Rodés-Paragarino, V., Motz, R., Viola de Ambrosis, M., & Silva-Sprock, A. (2023). COVID-19, Cambios en las prácticas educativas y percepción del estrés por parte de los educadores universitarios en América Latina – un análisis post pandémico. Education in the Knowledge Society (EKS), 24, e28777. https://doi.org/10.14201/eks.28777
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