Perspectivas de profesorado y alumnado sobre el uso intensivo de la tecnología para la enseñanza y el aprendizaje
Resumen
La crisis sanitaria provocada por el COVID-19 instó a los y las docentes a adaptar sus escenarios de aprendizaje a los nuevos contextos mediados por las tecnologías. Esta investigación analiza las experiencias y estrategias de enseñanza y aprendizaje y las lecciones aprendidas durante el confinamiento en la Facultad de Ciencias de la Educación de la Universidad Autónoma de Barcelona (N = 29 profesores/as, 227 alumnos/as). Los resultados revelan que los y las participantes han experimentado dificultades (falta de conocimientos sobre pedagogías en línea y sobrecarga de trabajo —profesorado— y privación de presencia física y comunicación fluida —estudiantes—). El equipo docente ha desarrollado conocimientos sobre tecnologías digitales y está predispuesto a aprender métodos de enseñanza innovadores asistidos por tecnologías. El alumnado está insatisfecho con la experiencia de aprendizaje, aunque valora las oportunidades para un aprendizaje flexible y el ahorro de tiempo en los desplazamientos. Las estrategias didácticas han sido menos innovadoras y activas de lo habitual; generalmente, una combinación de tiempo sincrónico para lecciones y resolución de dudas y de trabajo autónomo. Sin embargo, el alumnado valora las estrategias didácticas más tradicionales (es decir, combinación de lecciones y tutorías). La conclusión principal es que la perspectiva del profesorado sobre el uso de las tecnologías digitales ha mejorado, aunque es necesario formarle en su uso efectivo para el aprendizaje activo y la innovación educativa.
Palabras clave
educación a distancia, percepciones del profesorado, percepciones del alumnado, escenarios de aprendizaje, educación superior, lecciones aprendidasCitas
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