Online Education In Pandemia

Online education in pandemia

Throughout time traditional education has been constantly evolving by constantly improving its teaching methods, however, a total paradigm shift comes with the application of online education that, despite not being a new concept, could beThe following revolution in education.

Are we ready for online education in pandemic? No, that would be the short answer to the frequent question that occurs in my university social circle, but let’s analyze how the appearance of pandemia plus the lack of preparation affects this sudden jump of traditional to online education.

This learning alternative is a considerable advance in theory, it is an improvement with various advantages, but why is it not working as efficiently as it is proposed? Why is it not an improvement? Why are conflicts?’

After the surprise arrival of COVID-19 many of our day to day activities such as social meetings, hobbies, studies and vital activities such as work have been displaced if not eliminated by Coronavirus pandemic.

Education is for students the construction of a career, and at the same time teaching is the work of the professors, both sides of the currency feel the effect of breaking everyday as much as to study and to teach. changing their techniques, tricks, methodologies and customs to be taken to an online medium without any preparation, resulting in irregular teaching.

This irregularity was witnessed first hand when starting my semester of 2020, while some teachers manage to easily adapt others stay behind, a course can be well executed and another can be a bad experience for both parties.

Totally expected considering that training are scarce or non -existent.

It is mainly due to the way in which this form of education is implemented so that it is successful Adell and Sales (1999) say that the following 3 points must be met:

1. First, about the contents of the course, including relevant materials and resources for learning (it is impossible to tutoring the learning of any student without a good knowledge of the contents of the course, the reference material and the resources and facilities available for theteaching and learning).
2. Second, on the environment in which didactic communication develops, the communicative environment in which training takes place, that is, on computer -mediated communication.
3. Third, about the theory and practice of distance teaching (functions, objectives, methods, strategies, evaluation, tutoring, etc.) and adult teaching (about the psychological characteristics and motivations of apprentices). 

Addressing point 1 is the easiest to cover since it is one of the main competences that must be taken to exercise, however, I would like to notice that handling the issue does not imply having pedagogical skills (common case in engineering being the professors beingprofessionals in an area of knowledge and non -pedagogues) to expose the problem being aggravated in online modalities.

For point 2 focusing on didactic communication to achieve online learning, communication must occur, which is quite scarce due to the conditions that occur in most cases: lack of video, silenced microphones, vague responses by theStudents classes that ideally must be two -dimensional support to work end up becoming teacher monologues.

In point 3 we return to the subject of the inconsistency between courses of one teacher and another adaptations and methodologies should be more uniform regarding evaluations, research work, rehearsals and tasks are options that do not differ much from the original but, doWhat happens with real -time tests?, And the problems that may exist by connection, or also the copy?, It remains in the hands of the teacher who decides to take this type of evaluation to appeal to the confidence of the students to fall into these practices.

Quarantine affects us and will affect us all in a different way we live realities, our family group can be affected, for example, we are talking about a more serious problem than those of not being able to carry out a connection to a class, but not being able tomore basic needs.

Among the people who have been put in quarantine, there is a high prevalence of symptoms of anguish and psychological problems. Studies report general psychological symptoms, emotional disorders, depression, anxiety, stress, under mood, insomnia, symptoms of posttraumatic stress, irritability, anger and emotional exhaustion. Low mood and irritability stand out for having a high prevalence.

Given the above there is the possibility of this series of symptoms that are appeal in the context of the online classes and their difficulty gap given the unequal economic, psychological and family conditions.

In conclusion, the country was obviously not ready, and it is not currently, if there is an improvement in the technical aspects, from the beginning of the implementation to the present of the pandemic, as is known, in times of crisis new opportunities are created, This is the opportunity for universities and education centers to reinforce their agenda and methodology, also train their teachers, it should be noted that students’ participation is key to their execution and correct functioning and not responsibility falls exclusively to teachers, teachers,But there is the challenge of facing unexpected social factors and the motivation to get solid online classes.  

REFERENCES

• Brooks, s.K., Webster, r.K., Smith, l.AND., Woodland, l., Wessely, s., Greenberg, n., Rubin, g.J. (2020) indicate as stressful factors the duration of quarantine, frustration and boredom, inappropriate supplies, economy.
• Brooks, s.K., Webster, r.K., Smith, l.AND., Woodland, l., Wessely, s., Greenberg, n., Rubin, g.J. (2020) They say: