Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

Karla Lobos (), Rubia Cobo-Rendón, Diego García-Álvarez, Jorge Maldonado-Mahauad and Carola Bruna
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Karla Lobos: Escuela de Psicología, Facultad de Educación y Ciencias Sociales, Universidad Andrés Bello, Concepción 4030000, Chile
Rubia Cobo-Rendón: Programa de Magister en Psicología Educacional, Universidad del Desarrollo, Concepción 4030000, Chile
Diego García-Álvarez: Departamento de Ciencias del Comportamiento, Universidad Metropolitana, Caracas 1073, Venezuela
Jorge Maldonado-Mahauad: Departamento de Ciencias de la Computación, Universidad de Cuenca, Cuenca 010107, Ecuador
Carola Bruna: Departamento de Bioquímica y Biología Molecular, Facultad de Ciencias Biológicas, Universidad de Concepción, Concepción 4030000, Chile

Sustainability, 2023, vol. 15, issue 3, 1-20

Abstract: The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.

Keywords: higher education; COVID-19; university students; quality education; virtual education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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