Unveiling the post-pandemic hybrid education: Students' and professors' perspectives on the contingent virtual education modality

Unveiling the post-pandemic hybrid education: Students' and professors' perspectives on the contingent virtual education modality

Autores/as

DOI:

https://doi.org/10.22458/caes.v14i2.4876

Palabras clave:

Distance education, Online learning, Knowledge Management, Nursing, Education

Resumen

This study used a mixed parallel-convergent typology design to assess the impact of “pandemic pedagogies” on professors and students. Online surveys and in-depth interviews Survey findings showed that most educators reported medium to high competence in technology, organizational and student management, alongside stressors related to virtual education's impact on their quality of life. Similarly, students experienced physical fatigue, boredom, exhaustion, and passivity. Interviews revealed educators' aspirations to address these challenges, secure enhanced administrative support, and strengthen pedagogical management. Pandemic pedagogies revealed learning challenges and opportunities for transformative changes in nursing education across all levels.

Biografía del autor/a

Judith Francisco-Pérez, Facultad de Enfermería, Pontificia Universidad Católica del Ecuador

Judith I. Francisco-Pérez, docente investigadora del grupo de Desarrollo humano y aprendizaje Innovador (GIDHAI). Facultad de Enfermería. Pontificia Universidad Católica del Ecuador. Correo electrónico jifrancisco@puce.edu.ec https://orcid.org/0000-0001-5602-5942

Venus Medina-Maldonado, Centro de Investigación para la Salud en América Latina (CISeAL)

Venus Medina-Maldonado, investigadora principal del Centro de Investigación para América Latina (CISeAL). Facultad de Enfermería. Pontificia Universidad Católica del Ecuador. Ecuador. Correo electrónico vemedinam@puce.edu.ec http://orcid.rg/000-0003-4260-9230

Gabriel Ortiz-Francisco, Departamento de Psicología, Universidad Técnica Particular de Loja

Gabriel J. Ortiz-Francisco, docente de Psicología Experimental en la Universidad Técnica Particular de Loja. Especialista en Psicometría y Analítica de Datos en Kudert. Quito, Ecuador. Correo electrónico gjortiz5@utpl.edu.ec  https://orcid.org/0000-0001-5669-1398

Manuel-R Blanco, Facultad de Medicina, Carrera de Medicina. Pontificia Universidad Católica del Ecuador

Manuel R. Blanco, docente de la Facultad de Medicina de la Pontificia Universidad Católica del Ecuador. Ecuador. Correo electrónico mrblanco@puce.edu.ec https://orcid.org/0000-0001-9323-8154

Benjamin-R Bates, School of Communication Studies and Infectious and Tropical Disease Institute, Ohio University

Benjamin R. Bates, profesor. Escuela de Estudios de Comunicación. Universidad de Ohio. Athens, Ohio, EE.UU.

Pontificia Universidad Católica del Ecuador. Correo electrónico batesb@ohio.edu  https://orcid.org/0000-0001-9323-8154

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Publicado

2023-11-30

Cómo citar

Francisco-Pérez, J., Medina-Maldonado, V., Ortiz-Francisco, G., Blanco, M.-R., & Bates, B.-R. (2023). Unveiling the post-pandemic hybrid education: Students’ and professors’ perspectives on the contingent virtual education modality. Revista Electrónica Calidad En La Educación Superior, 14(2), 290–319. https://doi.org/10.22458/caes.v14i2.4876

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Vol. 14 Núm. 2 (2023): XXVIII Edición

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Derechos de autor 2023 Revista Electrónica Calidad en la Educación Superior

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