Lessons learned from the educational experience during COVID-19 from the perspective of Latin American university students

Lobos, Karla; Cobo-Rendón, Rubia; García-Álvarez, Diego; Maldonado-Mahauad, Jorge; Bruna, Carola

dc.rights.license	Atribución 4.0 Internacional	*
dc.contributor.author	Lobos, Karla
dc.contributor.author	Cobo-Rendón, Rubia
dc.contributor.author	García-Álvarez, Diego
dc.contributor.author	Maldonado-Mahauad, Jorge
dc.contributor.author	Bruna, Carola
dc.date.accessioned	2023-02-13T13:09:05Z
dc.date.available	2023-02-13T13:09:05Z
dc.date.issued	2023	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/1399
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.publisher	MDPI	es
dc.relation.ispartof	Sustainability, vol. 15, n°4, 2341	es
dc.rights	Abierto	es
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.title	Lessons learned from the educational experience during COVID-19 from the perspective of Latin American university students	es
dc.type	Artículo	es
dc.contributor.filiacion	Lobos, Karla. Universidad Andrés Bello, Chile.	es
dc.contributor.filiacion	Cobo-Rendón, Rubia. Universidad del Desarrollo, Chile	es
dc.contributor.filiacion	García-Álverz, Diego. Universidad de Montevideo, Uruguay	es
dc.contributor.filiacion	Maldonado-Mahauad, Jorge. Universidad de Cuenca, Ecuador.	es
dc.contributor.filiacion	Bruna, Carola. Universidad de Concepción, Chile.	es
dc.identifier.doi	https://doi.org/10.3390/su15032341	es
dc.type.version	Publicada	es
dc.description.abstractenglish	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.	es
dc.subject.keyword	Higher education	es
dc.subject.keyword	COVID-19	es
dc.subject.keyword	University students	es
dc.subject.keyword	Quality education	es
dc.subject.keyword	Virtual education	es