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Article

Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning

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Department of Didactic, School Organisation and Special Didactics, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain
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Directorate of the Excellence Centre for Teaching and Learning, Universidad de Ingeniería y Tecnología (UTEC), 15063 Lima, Peru
3
Department of Pedagogy, Universidad de Huelva (UHU), 21007 Huelva, Spain
*
Author to whom correspondence should be addressed.
Academic Editors: Sandra Vázquez Toledo, Cecilia Latorre Cosculluela and Francisco D. Guillen-Gamez
Educ. Sci. 2021, 11(7), 351; https://doi.org/10.3390/educsci11070351
Received: 10 June 2021 / Revised: 7 July 2021 / Accepted: 9 July 2021 / Published: 14 July 2021
This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback. View Full-Text
Keywords: COVID-19; digital divide; digital competence; distance learning; higher education; teacher training; teacher mentoring COVID-19; digital divide; digital competence; distance learning; higher education; teacher training; teacher mentoring
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MDPI and ACS Style

Martín-Cuadrado, A.M.; Lavandera-Ponce, S.; Mora-Jaureguialde, B.; Sánchez-Romero, C.; Pérez-Sánchez, L. Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning. Educ. Sci. 2021, 11, 351. https://doi.org/10.3390/educsci11070351

AMA Style

Martín-Cuadrado AM, Lavandera-Ponce S, Mora-Jaureguialde B, Sánchez-Romero C, Pérez-Sánchez L. Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning. Education Sciences. 2021; 11(7):351. https://doi.org/10.3390/educsci11070351

Chicago/Turabian Style

Martín-Cuadrado, Ana M., Silvia Lavandera-Ponce, Begoña Mora-Jaureguialde, Cristina Sánchez-Romero, and Lourdes Pérez-Sánchez. 2021. "Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning" Education Sciences 11, no. 7: 351. https://doi.org/10.3390/educsci11070351

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