IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i19p14199-d1247692.html
   My bibliography  Save this article

Challenges for Post-Pandemic Virtual Education in Latin America: A Comparative Analysis of the Emergency Remote Higher Education Process in Chile, Mexico, and Ecuador

Author

Listed:
  • Ana Remesal

    (Facultad de Psicología, Universidad de Barcelona, 08035 Barcelona, Spain)

  • Verónica Villarroel

    (Facultad de Educación, Psicología y Familia, Universidad Finis Terrae, Santiago 7501015, Chile)

Abstract

The COVID-19 pandemic forced Higher Education institutions all around the world to revise their praxis and update tools and numerous procedures. This study offers a comparative analysis of three Latin American students’ and instructors’ perspectives on a selection of both the pedagogical and emotional aspects of higher educational life that were affected. The report is about the participants’ perception of others’ empathy, their evaluation of the organization of teaching and learning and of collaborative learning experiences, their appreciation of the quality of learning assessment practices, and, eventually, their perception of learning. An exploratory study was carried out, based on survey research in Likert-scale form, responded to by 2742 students and 926 instructors. Significant differences were found among subsamples, with Chilean students and instructors having less favorable views in all dimensions compared with their Mexican and Ecuadorian counterparts; also, differences were found with respect to educational levels, discipline areas, and participants’ gender. This study contributes with a double-sided view of both protagonists’ perspectives (students’ and instructors’) to reinforce the importance of instructional design, instructor-student bond, meaningful and realistic assessments that allow for the application of knowledge, and opportunities for feedback in post-pandemic virtual education.

Suggested Citation

  • Ana Remesal & Verónica Villarroel, 2023. "Challenges for Post-Pandemic Virtual Education in Latin America: A Comparative Analysis of the Emergency Remote Higher Education Process in Chile, Mexico, and Ecuador," Sustainability, MDPI, vol. 15(19), pages 1-16, September.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14199-:d:1247692
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/19/14199/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/2071-1050/15/19/14199/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Soumaya Abdellatif & Aizhan Shomotova & Safouane Trabelsi & Salwa Husain & Najeh Alsalhi & Mohamed Eltahir, 2023. "Transition to Distance Learning: Student Experience and Communication during the COVID-19 Pandemic in the United Arab Emirates," Sustainability, MDPI, vol. 15(8), pages 1-16, April.
    2. Juan Carlos Bustamante & Manuel Segura-Berges & Manuel Lizalde-Gil & Carlos Peñarrubia-Lozano, 2022. "Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities," Sustainability, MDPI, vol. 14(19), pages 1-19, September.
    3. Kim Hua Tan & Poh Phui Chan & Nur-Ehsan Mohd Said, 2021. "Higher Education Students’ Online Instruction Perceptions: A Quality Virtual Learning Environment," Sustainability, MDPI, vol. 13(19), pages 1-24, September.
    4. Anuradha C. Senanayake & Aravindi Samarakkody & Chamindi Malalgoda & Dilanthi Amaratunga & Richard Haigh & Champika Liyanage & Mo Hamza & Artūras Kaklauskas & Rajib Shaw, 2023. "Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective," Sustainability, MDPI, vol. 15(14), pages 1-17, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Jiying Han & Xiaohui Geng & Qinxiang Wang, 2021. "Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences," Sustainability, MDPI, vol. 13(21), pages 1-14, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14199-:d:1247692. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.