Critical and prospective analysis of online education in pandemic and post-pandemic contexts

Authors

DOI:

https://doi.org/10.51698/aloma.2020.38.2.23-32

Abstract

Humanity, prior to the COVID-19 pandemic, was already in the process of a gradual cultural transition between modernity and postmodernity. The rapid pace of scientific and technological advances has led humans towards a progressive adaptation, as they develop new ways to confront and to solve their problems. In the exceptional context of the pandemic, people and institutions have faced a sudden need to readapt their ways of life and their means of communication. In education, the need to migrate from traditional classrooms to online systems was urgent, and the shift required digital tools and resources to support teaching. This theoretical article aims to analyze the disruption in the educational context and to detail the adaptations that may contribute to the effectiveness of educational processes. Moreover, it discusses the pedagogical, methodological, didactic, and evaluative aspects of the change in education. The article also proposes some guidelines for learning on both synchronous and asynchronous platforms. The trends associated with these changes are analyzed in order to offer a perspective on education in the post-pandemic world.

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Author Biographies

María Graciela Badilla Quintana

Jefe Unidad de Informática Educativa y Gestión del Conocimiento.
Coordinadora del Magíster Informática Educativa y Gestión del Conocimiento.
Facultad de Educación
Universidad Católica de la Santísima Concepción 

Dr., Universidad Católica de la Santísima Concepción

Dr. Marcelo Careaga Butter es profesor titular e investigador de la Universidad Católica de la Santísima Concepción (UCSC), Chile. Postdoctorado por la Universidad de Bristol, UK. Su línea principal de investigación se relaciona con integración curricular de Tecnologías de Información y Comunicación (TIC) sustentadas en Gestión del Conocimiento. Ha publicado varios artículos científicos, escrito libros y capítulos de libros relacionados con Currículum Cibernético, Tutoría Virtual, Modelos de Gestión del Conocimiento y Gestión del Talento en contextos interculturales, Competencias TIC en formación de profesores, Epistemología Virtual, entre otras temáticas. Actualmente es Investigador Asociado del Centro de Investigación en Educación y Desarrollo (CIEDE- UCSC).

Mg., Universidad Católica de la Santísima Concepción

Mg. Carolina Paz Fuentes Henríquez es Periodista y Licenciada en Comunicación Social por la Universidad del Desarrollo. Posee un Diplomado en formación de formadores en innovación, emprendimiento y creatividad y un Magíster en Educación Superior Mención Pedagogía Universitaria, ambos por la Universidad Católica de la Santísima Concepción (UCSC). Es Docente auxiliar en el Departamento de Currículum y Evaluación de la Facultad de Educación, de la Universidad Católica de la Santísima Concepción (UCSC), Chile. Actualmente cursa sus estudios en el Doctorado en Educación de la misma institución. Su línea principal de investigación se relaciona con la retroalimentación académica y la integración curricular de Tecnologías de Información y Comunicación (TIC) en contextos educativos e interculturales.

Additional Files

Published

2020-11-26 — Updated on 2021-02-16

Versions

How to Cite

Badilla Quintana, M. G., Careaga-Butter, M., & Fuentes-Henríquez, C. (2021). Critical and prospective analysis of online education in pandemic and post-pandemic contexts . Aloma. Revista De Psicologia, Ciènces De l’Educació I De l’Esport, 38(2), 23–32. https://doi.org/10.51698/aloma.2020.38.2.23-32 (Original work published November 26, 2020)

Issue

Vol. 38 No. 2 (2020): Aloma 38(2)

Section

Call for papers

License

Copyright (c) 2020 María Graciela Badilla Quintana, Marcelo Careaga-Butter, Carolina Fuentes-Henríquez

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