Mostrar el registro sencillo del ítem

Transition between face-to-face education to virtuality: understanding students’ selves.

Transición entre educación presencial a educación virtual: entendiendo el ser de los estudiantes;
Transição da educação presencial para a virtualidade: compreendendo o eu dos alunos.

dc.creatorPatarroyo Fonseca, Mónica
dc.creatorSaavedra-Sosa, Gladys
dc.date2024-08-06
dc.date.accessioned2025-12-19T19:13:20Z
dc.date.available2025-12-19T19:13:20Z
dc.identifierhttps://revistas.umng.edu.co/index.php/ravi/article/view/7154
dc.identifier10.18359/ravi.7154
dc.identifier.urihttp://test.repositoriodigital.com:8080/handle/123456789/195179
dc.descriptionThis qualitative research study aimed to describe the transition from face-to-face to virtual education, in order to understand, as teachers, the personal and academic life of students before and during the pandemic. This descriptive study was conducted on a group of students from different majors at a public institution in Tunja, Boyacá, Colombia. Four relevant aspects were taken into consideration to categorize the data: behavioral, motivational, affective-emotional and cognitive domains. Data were gathered through a questionnaire and notes taken by the researchers. The interpretation of the findings led to a profound reflection in order to orient a change, if necessary, in current teaching practices.en-US
dc.descriptionEste estudio cualitativo pretendió describir la transición de educación presencial a educación virtual, con el objeto de entender, como docentes, la vida de los estudiantes a nivel personal y académico, antes y durante la pandemia. Este estudio descriptivo se llevó a cabo en un grupo de estudiantes de pregrado de diferentes programas en una universidad pública en la ciudad de Tunja, Boyacá. Cuatro aspectos relevantes fueron tenidos en cuenta para categorizar los datos: comportamentales, motivacionales, afectivo-emocionales y cognitivos. Los datos fueron recolectados a través de un cuestionario y notas de las docentes. La interpretación de los resultados llevó a una profunda reflexión con el objetivo de orientar un cambio, si es necesario, en la práctica docente actual. es-ES
dc.descriptionEste estudo de investigação qualitativa teve como objetivo descrever a transição da educação presencial para a educação virtual, a fim de compreender, como professores, a vida pessoal e académica dos estudantes antes e durante a pandemia. Este estudo descritivo foi realizado com um grupo de estudantes de diferentes cursos de uma instituição pública em Tunja, Boyacá, Colômbia. Para a categorização dos dados, foram considerados quatro aspectos relevantes: comportamental, motivacional, afetivo-emocional e cognitivo. Os dados serão recolhidos através de um questionário e de notas tomadas pelos professores dos investigadores. A interpretação dos resultados leva a uma reflexão profunda, a fim de orientar uma mudança, se necessário, nas práticas de ensino actuais.pt-BR
dc.formatapplication/pdf
dc.formattext/xml
dc.languageeng
dc.publisherUniversidad Militar Nueva Granadaes-ES
dc.relationhttps://revistas.umng.edu.co/index.php/ravi/article/view/7154/6026
dc.relationhttps://revistas.umng.edu.co/index.php/ravi/article/view/7154/6292
dc.relation/*ref*/Arnold, J. (Ed.). (1999). Affect in Language Learning. Cambridge University Press.
dc.relation/*ref*/Bloom, B. S. (1956). Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain. David McKay Co Inc.
dc.relation/*ref*/Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Handbook I: cognitive domain. David McKay Co Inc.
dc.relation/*ref*/Botelho, C. L. M. (2022). High School Teachers’ Experiences with Student Smartphone Addiction (Doctoral dissertation, Grand Canyon University).
dc.relation/*ref*/Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.
dc.relation/*ref*/Freeman, R. (1993). Language Planning and Identity Planning for Social Change: Gaining the Ability and the Right to Participate, Unpublished doctoral dissertation, Georgetown University.
dc.relation/*ref*/Guillén-Gámez, F. D., y Peña, M. P. (2020). Análisis Univariante de la Competencia Digital en Educación Física: un estu- dio empírico. Retos, 37, 326-332. https://doi.org/10.47197/retos.v37i37.72052
dc.relation/*ref*/Hidi, S., and Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111- 127. https://doi.org/10.1207/s15326985ep4102_4
dc.relation/*ref*/Holzer J, Korlat S, Haider C, Mayerhofer M, Pelikan E, Schober B, et al. (2021). Adolescent well-being and learning in times of COVID-19 A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS ONE 16(5): e0251352. https://doi.org/10.1371/journal.pone.0251352
dc.relation/*ref*/Iglesias, S., Hernández, A., Chaparro, J., and Prieto, J. (2021). Emergency remote teaching and students’ academic performance in higher education during the covid-19 pandemic: A case study. Computers in Human Behavior, (119). https://doi.org/10.1016/j.chb.2021.106713
dc.relation/*ref*/Jenkins, J. M., and Oatley, K. (1996). Emotional episodes and emotionality through the lifespan. In Handbook of emotion, adult development, and aging (pp. 421-441). Academic Press. DOI: https://doi.org/10.1016/B978-012464995-8/500248
dc.relation/*ref*/Järvelä, S., and Renninger, K. A. (2014). Designing for learning: Interest, motivation, and engagement. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 668-685). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.040
dc.relation/*ref*/Krathwohl, D. R., Bloom, B. S., and Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. (New York, NY: David McKay Company, Inc.).
dc.relation/*ref*/Kanfer, R. (2015). Successful aging at work: The role of job crafting. In P. M. Bal, D. T. A. M.
dc.relation/*ref*/Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
dc.relation/*ref*/Lankshear, C. and Knobel, M. (2004). A Handbook for Teacher Research: from design to implementation. Open University Press.
dc.relation/*ref*/LeDoux, J. E. (1996). The emotional brain: The mysterious underpinnings of emotional life. Simon and Schuster.
dc.relation/*ref*/Linnenbrink-Garcia, L., and Patall, E. A. (2016). Motivation. In L. Corno and E. M. Anderman (Eds.), Handbook of educational psychology (pp. 91-103). Routledge/Taylor and Francis Group.
dc.relation/*ref*/Mack D, DaSilva A, Rogers C, Hedlund E, Murphy E, Vojdanovski V, Plomp J, Wang W, Nepal S, Holtzheimer P, Wagner D, Jacobson N, Meyer M, Campbell A, and Huckins J. (2021). Mental Health and Behavior of College Students During the covid-19 Pandemic: Longitudinal Mobile Smartphone and Ecological Momentary Assessment Study, Part II. J Med Internet Res 23(6). https://doi.org/10.2196/28892
dc.relation/*ref*/Matrosova, S. (2021). From Resistance to Acceptance: Technology in Academia (Doctoral dissertation, Capella University).
dc.relation/*ref*/Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
dc.relation/*ref*/Murayama, K., Pekrun, R., Lichtenfeld, S., and Vom Hofe, R. (2013). Predicting long‐term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child development, 84(4), 1475-1490. https://doi.org/10.1111/cdev.12036
dc.relation/*ref*/O’Donohue, W., and Kitchener, R. (Eds.). (1998). Handbook of behaviorism. Elsevier
dc.relation/*ref*/Omar, M., Hassan, M., Arsad, N., Ismail, N., Jamaluddin, R. and Jusoh, R. (2021) Undergraduates Students’ Learning Experience on the Impact of Online Learning during Pandemic. Open Journal of Social Sciences, 9, 167-184. https://doi.org/10.4236/jss.2021.99012.
dc.relation/*ref*/Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667-686. https://doi.org/10.1037/0022-0663.95.4.667
dc.relation/*ref*/Pritchard, A. M. (2014). (3ed). Ways of learning: Learning theories and Learning Styles in the Classroom. Routledge. https://doi.org/10.4324/9781315852089
dc.relation/*ref*/Russell, J. A., and Barett, L. F. (2009). Core affect, prototypical emotional episodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76(5), 805-819. http://doi.org/10.1037/00223514.76.5.805
dc.relation/*ref*/Saavedra, G. (2014). The use of Skype to expose students to a cooperative learning environment through oral interactions tasks. Universidad Pedagógica y Tecnológica y Tecnológica de Colombia. Tunja, Boyacá, Colombia.
dc.relation/*ref*/Scovel, T. (2000). Learning new languages: A guide to second language acquisition. Heinle and Heinle.
dc.relation/*ref*/Skinner, B. F. (1957). Verbal behavior. Appleton Century Crofts. https://doi.org/10.1037/11256-000
dc.relation/*ref*/Unger, S., and Meiran, W. R. (2020). Student attitudes towards online education during the covid-19 viral outbreak of 2020: distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266. https://doi.org/10.46328/ijtes.v4i4.107
dc.relation/*ref*/Watson, J. B. (1924). Behaviorism. Routledge
dc.relation/*ref*/Yeager , D. S., and Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267-301. https://doi.org/10.3102/0034654311405999
dc.rightsDerechos de autor 2024 Academia y Virtualidades-ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0es-ES
dc.sourceAcademia y Virtualidad; Vol. 17 No. 2 (2024); 117-135en-US
dc.sourceAcademia y Virtualidad; Vol. 17 Núm. 2 (2024); 117-135es-ES
dc.sourceAcademia y Virtualidad; v. 17 n. 2 (2024); 117-135pt-BR
dc.source2011-0731
dc.subjecteducación presenciales-ES
dc.subjectaprendizaje virtuales-ES
dc.subjectpandemia;es-ES
dc.subjectpráctica de la enseñanzaes-ES
dc.subjectFace-To-Face Educationen-US
dc.subjectPandemicen-US
dc.subjectTeaching Practiceen-US
dc.subjectVirtual Learningen-US
dc.subjecteducação presencial e virtualpt-BR
dc.subjectpandemiapt-BR
dc.subjectensino reflexivopt-BR
dc.titleTransition between face-to-face education to virtuality: understanding students’ selves.en-US
dc.titleTransición entre educación presencial a educación virtual: entendiendo el ser de los estudianteses-ES
dc.titleTransição da educação presencial para a virtualidade: compreendendo o eu dos alunos.pt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


Ficheros en el ítem

FicherosTamañoFormatoVer

No hay ficheros asociados a este ítem.

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem