Universidad y educación no presencial en contexto de pandemia: Desafíos a la gestión pedagógica en un marco de continuidad formativa

María Angélica Guzmán Droguett; Carolina Cuéllar Becerra; María Paz Faúndez Bastías; Camila Lizama Zamora

doi:10.5354/0719-5885.2021.58153

University and non-face-to-face education in pandemic: Challenges to pedagogical management in a frame of educational continuity

Authors

María Angélica Guzmán Droguett Universidad Católica Silva Henríquez https://orcid.org/0000-0002-9494-7689
Carolina Cuéllar Becerra Universidad Católica Silva Henríquez https://orcid.org/0000-0002-0298-1995
María Paz Faúndez Bastías Universidad Católica Silva Henríquez https://orcid.org/0000-0003-1443-0653
Camila Lizama Zamora Universidad Católica Silva Henríquez https://orcid.org/0000-0002-3191-3561

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Abstract

The outbreak of COVID-19 has generated a confusing and uncertain sce- nario for educational systems since pedagogical practices were forced to change abruptly, transforming into an unprecedented non-face-to-face learning format. As a consequence, Chilean universities have put into operation diverse actions for pedagogical management in a frame of expected educational continuity. Therefore, arises the question, which are the domains and specific aspects of that management that academics have recognized as challenging? In order to answer this question, a descriptive research was developed through the application of a survey addressed to managers and teachers in several institutions throughout the country. The main results indicate that the methodological and evaluative domains represent a greater challenge to the participants, while the curricular domain is the least highlighted. Projections aim at the need to gen- erate a shared institutional view of educational continuity, which mobilizes articulated actions of pedagogical management from all educational actors. Among other aspects, the need to lead processes of redesign of the pre-pandemic planned training proposals is outlined, identifying the critical nodes that must be resolved to safeguard the quality and equity of non-face-to-face education in the emerging context that is being experienced today.

Author Biographies

María Angélica Guzmán Droguett, Universidad Católica Silva Henríquez

María Angélica Guzmán Droguett holds a PhD in Educational Sciences and is an academic and researcher at the Research and Postgraduate School of the Universidad Católica Silva Henríquez.

E-mail: mguzmand@ucsh.cl

http://orcid.org/0000-0002-9494-7689.

Carolina Cuéllar Becerra, Universidad Católica Silva Henríquez

Carolina Cuéllar Becerra holds a PhD in Education and is an academic and researcher at the Research and Postgraduate School of the Universidad Católica Silva Henríquez.

E-mail: ccuellar@ucsh.cl

http://orcid.org/0000-0002-0298-1995.

María Paz Faúndez Bastías, Universidad Católica Silva Henríquez

María Paz Faúndez Bastías holds a Master's degree in Education and is an academic and researcher at the School of Research and Graduate Studies of the Universidad Católica Silva Henríquez.

E-mail: mfaundez@ucsh.cl

https://orcid.org/0000-0003-1443-0653.