ABSTRACT
The COVID-19 pandemic has affected education systems worldwide and led to the closure of face-to-face education in schools and universities. Virtual education has been offered as an alternative to face-to-face teaching in educational centers. Virtual or online education is a type of formal education carried out with the help of electronic resources such as computers and the Internet.(1) In contrast, face-to-face education, in which the teacher is present in the classroom and communicates verbally with the students simultaneously, is held in fixed physical environments
Subject(s)
Humans , Education , COVID-19 , PandemicsABSTRACT
Abstract The COVID-19 pandemic has radically altered the ways of working, studying, and interacting globally, forcing people and communities to reinterpret their daily activities. This study analyzes the changes experienced by working mothers who began distance studies at an Argentine university during the second year of the pandemic. Results indicated how spaces and time were transformed, and gender inequalities deepened. The pandemic, above all, impacted the positions and negotiations that working mothers managed to establish to continue studying in a virtual university environment. In these cases, conquering time and space for learning is, at the same time, an act of acceptance and innovation as a woman.
Resumo A pandemia do COVID-19 alterou radicalmente as formas de trabalhar, estudar e interagir globalmente, forçando pessoas e comunidades a recriar os significados de suas atividades diárias. Este estudo analisa as mudanças vivenciadas por mães trabalhadoras que iniciaram seus estudos a distância em uma universidade argentina, durante o segundo ano da pandemia. Os resultados indicam como os espaços e tempos se transformam e as desigualdades de gênero se aprofundam. A pandemia, sobretudo, impactou as posições e as negociações que as mulheres mães conseguem estabelecer para continuar estudando em ambiente universitário virtual. Nesses casos, conquistar tempo e espaço para aprender é, ao mesmo tempo, um ato de aceitação e inovação como mulher.
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El presente artículo, es un ensayo, que permite hacer una reflexión sobre los elementos que integraron la formación de los estudiantes de enfermería durante la pandemia COVID 19, cuando de un día a otro se tuvo que transformar la educación y asumir cambios radicales, como dejar de ir a las aulas de manera presencial, para recibir la formación que permitiera el logro de las metas del perfil profesional de enfermería, a través de un medio digital remoto, como fue una pantalla de computador, tableta o celular. El año 2020 será sin duda, recordado por el impacto que generó en la metodología de enseñanza procedimental en Enfermería. Como docentes universitarios enfrentamos el reto de la formación de profesionales de enfermería, con la práctica de destrezas, desde la distancia, en modalidad sincrónica. La educación virtual permitió la incorporación de los elementos de aprendizaje de manera activa generando la información para la construcción del conocimiento en el saber, el ser y en el hacer como parte de las competencias que debían adquirir los estudiantes. Se enfrentaron retos como el de abordar el consumo de data, con un impacto económico sobre todo en el periodo de crisis económica.
Abstract This article is an essay that allows a reflection on the elements that made up the training of nursing students during the COVID 19 pandemic, when education had to be transformed, from one day to the next, and radical changes taken: namely, from not having in-person classes to receive the training, that would allow achieving the goals of the professional profile of nursing, to teaching with a remote digital medium, like a computer monitor, tablet or cell phone. The year 2020 will be remembered undoubtedly for the impact it generated on the procedural teaching methodology in Nursing. As university teachers, we face the challenge of training nursing professionals, through the practice of skills, from a distance, in a synchronous mode. Virtual education allowed the incorporation of learning elements in an active way generating information for the construction of knowledge in knowing, being, and doing as part of the skills that students should acquire. Challenges, such as dealing with data consumption with an economic impact, were especially faced during the economic crisis.
Resumo: Este artigo é um ensaio, que nos permite refletir sobre os elementos que integraram a formação dos alunos de enfermagem durante a pandemia COVID 19, quando de um dia para o outro a educação teve que ser transformada e mudanças radicais tiveram que ser assumidas, como parar de ir às salas de aula pessoalmente para receber a formação que permitiria o cumprimento das metas do perfil profissional de enfermagem, através de um meio digital remoto, como um computador, tablet ou celular. O ano de 2020 será, sem dúvida, lembrado pelo impacto que gerou na metodologia do ensino processual em Enfermagem. Como professores universitários enfrentamos o desafio de formar profissionais de enfermagem, com a prática de habilidades, à distância, na modalidade síncrona. A educação virtual permitiu a incorporação de elementos de aprendizagem de forma ativa gerando informações para a construção do conhecimento baseado no ser, no saber e no fazer como parte das habilidades que os alunos tinham que adquirir. Desafios foram enfrentados, como a abordagem do consumo de data, com impacto econômico especialmente no período de crise econômica.
Subject(s)
Humans , Male , Female , Education, Distance , Education, Nursing , COVID-19 , Students, NursingABSTRACT
COVID-19 outbreak has caused a downward spiral in the world economy and caused a huge impact on the higher education system. The sudden closure of campuses as a social distancing measure to prevent community transmission has shifted face-to-face classes to online learning systems. This has thrown the focus on utilizing eLearning tools and platforms for effective student engagement which may have limitations of accessibility and affordability for many students. The pandemic has exposed the shortcomings of the current higher education system and the need for more training of educators in digital technology to adapt to the rapidly changing education climate of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. The higher education institutions and universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality
ABSTRACT
La enfermedad por coronavirus 2019 (COVID-19) es una infección respiratoria aguda altamente transmisible, la cual ha sido declarada pandemia por la Organización Mundial de la Salud. En concordancia con las políticas gubernamentales para la prevención sanitaria y aislamiento social, se aprobó la virtualidad de todo el sistema de educación, incluyendo carreras con un fuerte componente práctico como las de Ciencias de la Salud; lo cual conllevo a la adaptación de planes y programas de estudio, así como a la inmersión de utilización de plataformas virtuales, generando un descubrimiento de nuevas formas de aprendizaje tanto en el área teórica y práctica, sin embargo al mismo tiempo se generaron ciertas repercusiones en destrezas y habilidades de tipo prácticas; abriendo además, una brecha entre la desigualdad en el acceso de las tecnologías.
Coronavirus disease 2019 (COVID-19) is a highly communicable acute respiratory infection, which has been declared a pandemic by the World Health Organization. In accordance with government policies for health prevention and social isolation, the virtuality of the entire education system was approved, including careers with a strong practical component such as health sciences; which led to the adaptation of study plans and programs, as well as the immersion of the use of virtual platforms, generating a discovery of new forms of learning both in the theoretical and practical areas, however, at the same time, certain repercussions were generated in practical and psychomotor skills and abilities; also opening a gap between inequality in access to technologies.
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Introducción: Los niveles de estrés parental aumentaron durante la temporada de educación virtual de sus hijos. Esto hace que los padres se sientan desbordados ante las demandas propias del rol paterno, promoviendo sentimientos negativos sobre sí mismos o sobre sus hijos. Por lo tanto, se pretende determinar la relación entre estrés parental y dedicación a la educación virtual de sus hijos en padres de la ciudad de Tingo María, Perú. Métodos: Es un estudio de diseño no experimental transversal descriptivo de alcance correlacional. En la recolección de datos se utilizó los instrumentos: Escala de Estrés Parental y el Cuestionario Dedicación a la Educación Virtual de sus Hijos, en la cual participaron 356 padres de familia de 18 a 59 años (Me=37; DE=7.49) de la Amazonía peruana dedicados a la agricultura. Resultados: Donde se encontró que no existe relación entre estrés parental y dedicación a la educación virtual de los hijos (rho = -0.096; p = 0.071). Sin embargo, se encontró una relación altamente significativa entre las dimensiones recompensas parentales (rho = 0.384; p=0.000) y factores estresantes (rho = -0.270; p = 0.000) con la variable dedicación a la educación virtual con un tamaño del efecto moderado y pequeño respectivamente. Así mismo, se encontró diferencias significativas entre el estrés parental según el estado civil (U= 12056.0, p<0.05, d= 1.703) y la dedicación a la educación virtual de los hijos según la edad (U=3360.0, p<0.05, d= 1.343). Conclusión: En los padres que participaron en el estudio, a mayores factores estresantes menor es la dedicación a la educación virtual de sus hijos y un incremento de recompensa parental aumentó la dedicación a la educación virtual de sus hijos. Estudios posteriores pueden explorar la relación de estas variables en padres con otras condiciones socioeconómicas y en muestras representativas de otras regiones.
Background: The parental stress levels increased during their children's virtual education season. This makes parents feel overwhelmed by the demands of the parental role, promoting negative feelings about themselves or their children. Therefore, the aim is to determine the relationship between parental stress and dedication to the virtual education of their children in parents from the city of Tingo Maria, Peru. Methods: It is a cross-sectional descriptive non-experimental design study with a correlational scope. The instruments used in the data collection were: The parental Stress Scale and the Questionnaire Dedication to the Virtual Education of their Children, in which 356 parents aged 18 to 59 years (Me=37; SD=7.49) from the Peruvian Amazon dedicated to agriculture participated. Results: Where it was found that there is no relationship between parental stress and dedication to the virtual education of children (rho = -0.096; p = 0.071). However, a highly significant relationship was found between the dimensions of parental rewards (rho = 0.384; p=0.000) and stress factors (rho = -0.270; p = 0.000) with the variable dedication to virtual education with moderate effect size and small respectively. Likewise, significant differences were found between parental stress according to marital status (U= 12056.0, p<0.05, d= 1.703) and children's dedication to virtual education according to age (U=3360.0, p<0.05, d= 1.343). Conclusions: In the parents who participated in the study, the greater the stressors, the lower the dedication to their children's virtual education, and an increase in parental reward increased the dedication to their children's virtual education. Further studies can explore the relationship of these variables in parents with other socioeconomic conditions and representative samples from other regions.
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Este estudio cualitativo explora la percepción docente sobre los cambios educativos y las medidas sanitarias acaecidas por la pandemia COVID-19, en el marco del "Intercambio internacional de experiencias docentes" llevado a cabo de manera virtual sincrónica por la Universidad Continental del Perú en 2021. La técnica de análisis de la información fue la categorización, a partir de las concepciones de los 15 ponentes, quienes para efectos de la investigación fueron considerados como informantes clave. Al contrastar la triangulación de estos hallazgos con los referentes teóricos, se desarrollaron las teorías emergentes: 1). Los eventos sanitarios globales tienen un efecto catalizador en las dinámicas institucionales de la sociedad. Esta causalidad se ejemplifica en la correlación cronología de las olas pandémicas de COVID-19 y la evolución en los modelos educativos ecuatorianos: inicialmente, la migración a la virtualidad debido a la emergencia sanitaria, la alta morbilidad y el temor de fallecer en la primera ola; posteriormente, la implementación de la educación híbrida debido a la flexibilización de las medidas de contención y la adherencia a las medidas de autocuidado de la segunda y tercera ola; por último, el retorno a la presencialidad en la nueva normalidad pospandémica. 2). La masificación del uso tecnológico durante la pandemia COVID-19 afianzó el alcance de la confianza digital, permitiendo el desarrollo de interacciones positivas en los sistemas educativos, pero ambiguas en el contexto sanitario, marcadas por la infodemia. Es necesario promover estrategias que vinculen la tecnología y la salud. 3). El sistema educativo ecuatoriano debe tener la capacidad de enfrentar contingencias sanitarias actuales y futuras, mediante el fortalecimiento de los sistemas virtuales y las modalidades híbridas, la reducción de las brechas tecnológicas y educativas, el desarrollo de competencias docentes en pro de la calidad educativa, y la inversión en espacios físicos seguros para evitar el contagio(AU)
This qualitative study explores the teaching perception of educational changes and health measures brought about by the COVID-19 pandemic, within the framework of the "International Exchange of Teaching Experiences" carried out virtually synchronously by the Continental University of Peru in 2021. The information analysis technique was categorization, based on the conceptions of the 15 speakers, who for the purposes of the investigation were considered key informants. By contrasting the triangulation of these findings with the theoretical references, the emerging theories were developed:1). Global health events have a catalytic effect on the institutional dynamics of society. This causality is exemplified in the chronological correlation of the COVID-19 pandemic waves and the evolution in Ecuadorian educational models: initially, the migration to virtuality due to the health emergency, high morbidity, and the fear of dying in the first wave. ; subsequently, the implementation of hybrid education due to the relaxation of containment measures and adherence to self-care measures of the second and third waves; finally, the return to face-to-face attendance in the new post-pandemic normality. 2). The massification of technological use during the COVID-19 pandemic strengthened the scope of digital trust, allowing the development of positive interactions in educational systems, but ambiguous in the health context, marked by the infodemic. It is necessary to promote strategies that link technology and health. 3). The Ecuadorian educational system must have the capacity to face current and future health contingencies, through the strengthening of virtual systems and hybrid modalities, the reduction of technological and educational gaps, the development of teaching skills in favor of educational quality, and investment in safe physical spaces to avoid contagion(AU)
Subject(s)
Self Care , Models, Educational , Education, Distance , COVID-19 , Research , Technology , Universities , Health Strategies , Faculty , Pandemics , InfodemicABSTRACT
ABSTRACT: The aim of this study was to analyze the self-perceived general health, oral care, stress, academic environment, and harmful habits of Mexican dental students during the COVID-19 quarantine period. This descriptive observational study consisted of a self-perception survey that was sent to dental students undergoing virtual classes. Five sections were analyzed: General Health, Oral Health, Stress, Academic Environment and Habits. For each question, students were asked to rate their perception prior to, and during the contingency, which allowed a comparison to be made between both times for each inquiry. The answers were collected into Microsoft Excel and the statistical analyses were performed using SPSS v.20. A statistically significant difference was observed between the academic years for the variables: "physical exercise" prior to quarantine, "emotional problems" and "work-load" during quarantine, and "academic efficiency" for both times. A trend towards unfavorable perception in relation to general health, academic environment, and harmful habits was observed among dental students during social isolation derived from the pandemic. It is notable that 1st-year students presented a greater impact on all the variables of interest.
RESUMEN: El propósito de este estudio fue analizar la autopercepción sobre salud general, cuidado oral, estrés, ambiente académico y hábitos nocivos de estudiantes de Odontología en México durante el periodo de cuarentena por COVID-19. Estudio descriptivo observacional que consistió en una encuesta de autopercepción enviada a estudiantes de Odontología que cursaban clases virtuales. Fueron analizadas cinco secciones: Salud General, Salud Oral, Estrés, Ambiente Académico y Hábitos. Para cada pregunta, se les pidió a los estudiantes que calificaran su percepción antes de, y durante la contingencia, lo que permitió realizar una comparación entre ambos tiempos para cada cuestión. Las respuestas fueron recolectadas en Microsoft Excel y los análisis estadísticos se realizaron empleando SPSS v.20. Una diferencia estadísticamente significativa fue observada entre los grados académicos, para las variables: "ejercicio físico" antes de la cuarentena, "problemas emocionales" y "carga de trabajo" durante la cuarentena, y "eficiencia académica" para ambos tiempos. Se observó una tendencia hacia una percepción desfavorable con relación a la salud general, ambiente académico y hábitos nocivos entre los estudiantes de Odontología, durante el aislamiento social derivado de la pandemia. Es notable que los alumnos de 1er año presentaron un mayor impacto en todas las variables de interés.
Subject(s)
Humans , Students, Dental , Virtual Reality , COVID-19ABSTRACT
RESUMEN Las instituciones de educación superior de Salud han afrontado un gran reto con la aparición de la pandemia de COVID-19. Esta situación generó una ruptura de los tradicionales modelos de formación, caracterizados por la presencialidad en el aula, obligando a pasar hacia la educación a distancia, conocida en esta situación como educación remota de emergencia. Este proceso de disrupción académica, determinó acciones para lograr, aun en estas condiciones, la continuidad del curso escolar, estructurándose las mismas en dos etapas sucesivas: la primera, con predominio del principio de depósito sin interacción (estantería o repositorio), y la segunda con predominio del principio de interacción (verdadero espacio virtual de intercambio) (AU).
ABSTRACT The institutions of higher health education have faced a major challenge with the emergence of the COVID-19 pandemic. This situation caused a rupture of the traditional training models, characterized by the presence in the classroom, forcing to move towards distance education, known in this situation as remote emergency education. This process of academic disruption determined actions to achieve, even under these conditions, the continuity of the school year, structuring them in two successive stages: the first, with predominance of the principle of non-interaction deposit (shelving or repository), and the second with predominance of the principle of interaction (true virtual space of exchange) (AU).
Subject(s)
Humans , Male , Female , Coronavirus Infections , Education, Distance/trends , Schools , Universities/trends , Education, Distance/methods , Education, Distance/organization & administration , Education, Medical/trendsABSTRACT
Introducción: La enseñanza mediante la modalidad virtual se adoptó como medida preventiva ante la propagación de la COVID-19. Para la educación médica cubana ha implicado un reto en cuanto a la reorganización de los programas de estudio. Con este propósito, se rediseño e implementó la asignatura Fisiología II en modalidad virtual, para garantizar la continuidad en la formación de residentes en Neurofisiología Clínica. Objetivo: Evaluar el desarrollo de la asignatura Fisiología II en su modalidad virtual desde la perspectiva de los estudiantes de la especialidad Neurofisiología Clínica. Métodos: Estudio exploratorio, no experimental y transversal. Mediante un cuestionario de preguntas cerradas y una abierta (aspectos positivos y negativos), se evaluó el desarrollo de la asignatura en modalidad virtual en relación con las variables: programa de la asignatura, desempeño de los profesores, escenario de las plataformas y soporte tecnológico. Resultados: La asignatura Fisiología II en modalidad virtual tuvo una alta aceptación por parte de los estudiantes. Los aspectos identificados como positivos fueron los relacionados con la gestión personal del tiempo, y la aplicabilidad y estructura de la asignatura; mientras que los negativos se orientaron hacia problemas de conectividad de internet y el entorno de estudio. Conclusiones: Las exitosas experiencias obtenidas en el desarrollo de la asignatura virtual Fisiología II sientan las bases para el empleo de este tipo de diseño en la especialidad de Neurofisiología Clínica y la posibilidad de extenderlo a otras asignaturas del plan de estudio(AU)
Introduction: Teaching through virtual modality was adopted as a preventive measure against the COVID-19 spread. For Cuban medical education, it has implied a challenge regarding the reorganization of study programs. For this purpose, the subject Physiology II was redesigned and implemented in virtual modality, in order to guarantee continuity in the training of Clinical Neurophysiology residents. Objective: To assess the development of the subject Physiology II in its virtual modality from the perspective of the students of the Clinical Neurophysiology specialty. Methods: Exploratory, nonexperimental and cross-sectional study. Through a questionnaire made up of closed questions and one open question (positive and negative aspects), the development of the subject in virtual modality was assessed in relation to the variables subject syllabus, professors' performance, platform scenario, and technological support. Results: The subject Physiology II in virtual modality had a high acceptance by the students. The aspects identified as positive were those related to individual time management, as well as the subject's applicability and structure; while the negative ones were oriented towards internet connectivity problems and the study environment. Conclusions: The successful experiences obtained in the development of Physiology II as a virtual subject lay the foundations for using this type of design in the specialty of Clinical Neurophysiology and the possibility of extending it to other subjects of the study plan(AU)
Subject(s)
Humans , Physiology/education , Education, Distance/methods , Neurophysiology/education , Program Evaluation , Cross-Sectional Studies , Education, Medical , Educational MeasurementABSTRACT
Resumen Este artículo tiene la finalidad de identificar la percepción estudiantil ante la adaptación de la metodología didáctica a la virtualidad en los cursos de procesamiento técnico BI-2001 Catalogación I y BI-3001 Indización, de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica, durante el I Ciclo lectivo del 2020. Para alcanzar dicho objetivo se realizó una investigación de tipo cuantitativa en la que se aplica un cuestionario en línea para analizar aspectos como el acceso que poseen a las clases virtuales y percepción respecto a las metodologías didácticas aplicadas. Se evidencia que contar con un adecuado acceso a internet es fundamental para continuar con el proceso educativo bajo la modalidad virtual, así como la importancia de adaptar los materiales didácticos y las evaluaciones que tradicionalmente se realizaban de manera presencial, considerando los factores que intervienen en la educación virtual.
Abstract This article identify the student perception of the adaptation of the didactic methodology to virtuality in the technical processing courses BI-2001 Cataloging I and BI-3001 Indexing, at the School of Library and Information Sciences of the University of Costa Rica, during the I school year of 2020. To achieve this objective a quantitative research was carried out in which an online questionnaire was applied to analyze aspects such as the access they have to virtual classes, perception regarding the applied didactic methodologies. It is observed that having an adequate internet access is essential to continue with the educational process under the virtual modality, as well as the importance of adapting the didactic materials and assessments that were traditionally carried out in person, considering the factors that intervene in the virtual education.
Subject(s)
Library Technical Services/organization & administration , Education, Distance , Virtual Reality , Library Schools , Costa RicaABSTRACT
RESUMEN Se analizan diferentes modelos educativos, propuestos en educación superior: La finalidad de este análisis es identificar las ventajas y desventajas en cuanto a formación integral, mediación por las Tecnologías de la Información y las Comunicaciones (TIC) y aporte al desarrollo sostenible. Lo anterior porque en situaciones se incorporan tecnologías en los procesos de enseñanza-aprendizaje, pero se siguen empleando modelos educativos tradicionales que poco aportan al descubrimiento de soluciones humanísticas y dignificantes para resolver los problemas de una región. En este estudio se emplea un protocolo de revisión sistemática; además, se integran la investigación, la innovación, la proyección social y promoción de los Objetivos de Desarrollo Sostenible (ODS). Se consideran como categorías del análisis comparativo: el enfoque pedagógico, reconociendo las bondades de aquellos modelos constructivistas; la presencia de lo dialógico, como forma de relación entre el estudiante y el docente; la formación para el desarrollo sostenible; el desarrollo del pensamiento crítico y social, entre otras. El resultado de este análisis permite identificar aspectos a considerar en la construcción de un modelo educativo para la educación superior mediado por las TIC.
ABSTRACT Some educational models proposed in higher education are analyzed. The objective of this analysis is to identify the advantages and disadvantages in terms of comprehensive training, mediation by Information and Communication Technologies (ICT) and contribution to sustainable development. This, because in situations, technologies are incorporated into the teaching-learning processes, but traditional educational models continue to be used, contributing little to the discovery of humanistic and dignifying solutions for solving the problems of a region. In this study, a systematic review protocol is used and includes research, innovation, social projection to promote the achievement of Sustainable Development Goals (SDG).The following are considered as categories of comparative analysis: the pedagogical approach, recognizing the benefits of those constructivist models; the presence of the dialogical, as a form of relationship between the student and the teacher training for sustainable development, the development of critical and social thinking, among others. The result of this analysis allows us to identify aspects to consider in the construction of an educational model for higher education mediated by ICT
RESUMO Os diferentes modelos educacionais propostos no ensino superior são analisados. O objectivo desta análise é identificar as vantagens e desvantagens em termos de formação abrangente, mediação por Tecnologias de Informação e Comunicação (TIC) e contribuição para o desenvolvimento sustentável. O acima exposto, porque nas situações em que as tecnologias são incorporadas nos processos de ensino-aprendizagem, mas ainda são utilizados modelos educativos tradicionais que contribuem pouco para a descoberta de soluções humanistas e dignas para resolver os problemas de uma região. Neste estudo, é utilizado um protocolo de revisão sistemática; além disso, a investigação, inovação, projecção social e promoção dos Objectivos de Desenvolvimento Sustentável (ODS) são integrados. São consideradas como categorias da análise comparativa: a abordagem pedagógica, reconhecendo os benefícios dos modelos construtivistas; a presença do dialógico, como forma de relação entre o aluno e o professor; a formação para o desenvolvimento sustentável; o desenvolvimento do pensamento crítico e social, entre outros. O resultado desta análise permite identificar aspectos a considerar na construção de um modelo educacional para o ensino superior, mediado pelas TIC.
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La revisión teórica aborda la educación física virtual establecida en México a partir delconfinamiento social por COVID-19, basada en el problema, ya existente en México, de sedentarismo y obesidad infantil en niños de educación primaria, en quienes, derivado del confinamiento social, se estima un aumento de masa cor-poral, lo que conlleva mayores riesgos de salud. Al analizar la bibliografía reciente, que relaciona al COVID-19 con la educación física y la actividad física, se identificala oportunidad del profesorado de educación física, de conducir esquemas virtuales en los contenidos del programa educativo para, de esta manera, coadyuvar en la disminución del sedentarismo en estudiantes de primaria, teniendo como prioridad la alfabetización física.(AU)
The theoretical review addresses the virtual physical education established in Mexico based on social con-finement by COVID-19, based on the problem, already existing in Mexico, of sedentary lifestyle and childhood obesity in primary school children, in whom, derived from social confinement, an increase in body mass is estimated, which carries greater health risks. When analyzing the recent bibliography, which relates COVID-19 with physical education and physical activity, the opportunity for physical education teachers to conduct virtual schemes in the contents of the educational program is identified, in this way, to contribute to the decreasein sedentary lifestyle in primary school students, prioritizing physical literacy.(AU)
Subject(s)
Humans , Physical Education and Training/methods , Social Isolation , Coronavirus Infections/epidemiology , Education, Distance/methods , Education, Primary and Secondary , Sedentary Behavior , Mexico/epidemiologyABSTRACT
Por medio de una revisión de literatura de la educación virtual en odontología y otras áreasde la salud, se plantea una posible solución a los problemas detectados por los estudiantes ypor los académicos de la educación en las facultades de odontología. Se muestran los factoresque se pueden considerar al implementar este tipo de tecnología en el ambiente de lasuniversidades, tanto en programas de pregrado como en los de posgrado. Se incluye lapreferencia por la virtualidad combinada o semipresencial o b-learning; asimismo, se discuteel papel de los miembros de la facultad, la actitud de los estudiantes y se muestran modelosvirtuales de apoyo para incrementar dicho proceso educativo. Como conclusión, seenumeran algunos puntos que deben tenerse en cuenta para utilizar la educación virtual ylos entornos virtuales de aprendizaje en odontología...
Through a literature review virtual education in the dental and other health fields, possiblesolutions to resolve education problems detected by students and academics at the schoolsof dentistry are suggested. Factors to carry out this type of technology in the universityenvironment in predoctoral and postdoctoral programs are considered. It includes thepreference for blended education or b-learning, the role of faculty members, studentsattitude and virtual support models to improve the educational process. As a conclusion,some points are listed by the author to consider using virtual education and virtual learningenvironments in dentistry...
Subject(s)
Education, Dental , Methodology as a Subject , User-Computer InterfaceABSTRACT
Este artigo aborda a Educação a Distância a partir da influência dos ambientes virtuais. Suas exigências, suas relações técnico-pedagógicas necessárias e os pressupostos necessários aos processos ensino e aprendizagem a partir da utilização desses ambientes. A partir de uma análise do conceito de ambiente virtual e das implicações que sua influência impõe ao processo de ensino-aprendizagem, procura-se analisar algumas implicações metodológicas e didáticas aos projetos educacionais dessa natureza aplicados a essa modalidade de ensino a partir desses ambientes. Para isso, propõe-se uma reflexão sobre o conceito de Educação a Distância, a partir da compreensão dos domínios da educação, do professor e do aluno, tendo como fundamento os desafios que essa nova tecnologia apresenta a essa modalidade de ensino.
This article is about the influence of virtual environments in Long Distance Education: its demands, the techno-educational relations and the prior needs required in the process of education and learning that takes place in these environments. From an analysis of the virtual environment concept and the implications that its influence imposes to the teach-learning process, we analyze some methodology and didactic implications applied to this kind of educational project. So we propose a reflection on the concept of Long Distance Education, from the understanding of the domains of education, the teacher and the student, based upon the challenges that this new technology presents to this modality of education.
ABSTRACT
El objetivo de esta investigación es demostrar las potencialidades que ofrece la educación virtual en la formación de recursos humanos en la carrera de Tecnología de la Salud, en la Filial Simón Bolívar de Pinar del Río. Se abordan algunas concepciones didácticas y pedagógicas de la educación virtual como herramienta potenciadora y motivadora para la asimilación de conocimientos, el estudiante se convierte en el verdadero protagonista de su propio aprendizaje y el maestro un controlador y facilitador del proceso. Se destaca el papel de la computadora como medio de enseñanza, se le otorga un espacio protagónico a la educación virtual como recurso didáctico para el aprendizaje que se empleará en la carrera de Tecnología de la Salud de Pinar del Río, ofrece la posibilidad de desarrollar habilidades y favorecer el aprendizaje del alumno con un enfoque cooperativo grupal y estratégico en el pregrado, con la creación de un grupo de trabajo para el desarrollo de los cursos de posgrados virtuales
The aim of present research is to demonstrate the potencialties supplied by the virtual education in human resources training in HealthTechnology career in Simón Bolivar Branch of Pinar del Río province. Some didactic and educational criteria of virtual education a potential and motivating tool for knowledges assimilation, the student becomes its controller and provider. The computer role is emphasized as a teaching means where virtual education has a leading space as a didactic resource for learning used in Health Technology career in Pinar del Río province, offering the possibility of developing abilities and to favor the student learning with a group and strategic cooperative approach to create a work group for development of virtual postgraduate courses