IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i3p2341-d1048513.html
   My bibliography  Save this article

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

Author

Listed:
  • 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
    Centro de Estudios de Psicología, Universidad de Montevideo, Montevideo 11600, Uruguay)

  • 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)

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.

Suggested Citation

  • Karla Lobos & Rubia Cobo-Rendón & Diego García-Álvarez & Jorge Maldonado-Mahauad & Carola Bruna, 2023. "Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2341-:d:1048513
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/3/2341/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/3/2341/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Julio Cabero-Almenara & Julio Barroso-Osuna & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez, 2021. "The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    2. Hana Dler Ahmed & Gulsum Asiksoy, 2021. "The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions," Sustainability, MDPI, vol. 13(18), pages 1-19, September.
    3. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    4. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-21, September.
    5. Maram Meccawy & Zilal Meccawy & Aisha Alsobhi, 2021. "Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown," Sustainability, MDPI, vol. 13(14), pages 1-23, July.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.

    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. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    2. Marta Peña & Noelia Olmedo-Torre & Olga Alcaraz & Juan A. Chavez-Dominguez & José López & Luis Eduardo Mujica, 2022. "Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap," IJERPH, MDPI, vol. 19(11), pages 1-26, May.
    3. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.
    4. Valentin Kuleto & Milena P. Ilić & Nevenka Popović Šević & Marko Ranković & Dušan Stojaković & Milutin Dobrilović, 2021. "Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19," Sustainability, MDPI, vol. 13(23), pages 1-20, November.
    5. Igor Jacky Dimitri Michaleczek & Fatma Kayan-Fadlelmula & Abdel Latif Sellami, 2022. "Research on Higher Education during the COVID-19 in the Gulf Cooperation Council: An Overview of Publications in the Journal Sustainability," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    6. Camilo A. Velandia Rodriguez & Andres F. Mena-Guacas & Sergio Tobón & Eloy López-Meneses, 2022. "Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    7. Álvaro Antón-Sancho & Pablo Fernández-Arias & Edwan Anderson Ariza & Diego Vergara, 2024. "The Use of Virtual Reality in the Countries of the Central American Bank for Economic Integration (CABEI)," Future Internet, MDPI, vol. 16(7), pages 1-16, July.
    8. Laura Iosif & Ana Maria Cristina Țâncu & Andreea Cristiana Didilescu & Marina Imre & Silviu Mirel Pițuru & Ecaterina Ionescu & Viorel Jinga, 2023. "Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education," IJERPH, MDPI, vol. 20(3), pages 1-17, January.
    9. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    10. Sónia Rolland Sobral & Natacha Jesus-Silva & Abílio Cardoso & Fernando Moreira, 2021. "EU27 Higher Education Institutions and COVID-19, Year 2020," IJERPH, MDPI, vol. 18(11), pages 1-15, June.
    11. Ruyi Lin & Juan Chu & Lizi Yang & Ligao Lou & Huiju Yu & Junfeng Yang, 2023. "What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.

    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:3:p:2341-:d:1048513. 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.