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Remote emergency education two
professional schools, two different
experiences
Educación remota de emergencia dos escuelas
profesionales, dos experiencias diferenciadas
Antolina León Hichpas
*
Julio Castillo Amado*
Luis Miguel Arias Martinez*
Filomeno Zubieta Núñez*
Norman Sifuentes Martínez*
Abstract
The present research work is inscribed in a context of sanitary crisis,
product of the Coronavirus pandemic, which keeps the world in constant
anxiety aggravated with the beginning of a Second Wave. We are talking
about a plague that has sown death and economic disaster throughout the
world, causing fear, uncertainty and impatience. This has forced a radical
change in people's way of life, and in the interruption of activities such as
education, disrupting the normal development of education, both school
and university. Since March 2020 (date of the beginning of the Pandemic),
the government has been forced to implement remote education as a way
*
Sociologist, Academic Professional School of Social
Sciences and Tourism. Lima, Peru
lleon@unjfsc.edu.pe https://orcid.org/0000-0001-
9670-7796
*
Sociologist, Faculty of Social Sciences UNJFSC.
Lima, Peru, jcastillo@unjfsc.edu.pe,
https://orcid.org/0000-0001-6925-9633
*
Sociologist, Faculty of Social Sciences UNJFSC.
Lima, Peru, larias@unjfsc.edu.pe.
https://orcid.org/0000-0002-5856-5974
*
Professor, Academic-Professional School of Social
Sciences and Tourism. Lima, Peru,
fzubieta@unjfsc.edu.pe. https://orcid.org/0000-0003-
3766-1032
*
Sociologist, graduate of the School of Sociology,
Faculty of Social Sciences UNJFSC.
normansifuentes@gmail.com https://orcid.org/0000-
0002-1157-8647
Article
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to give continuity to teaching at all educational levels using technology to
ensure remote learning. In this sense, the use of devices, connectivity and
the availability of alternative spaces of instruction to give continuity to
studies and the implementation of technological resources have become
necessary mechanisms to be implemented in the present stage.
Keywords: Remote education, digital training
Resumen
El presente trabajo de investigación se inscribe en un contexto de crisis
sanitaria, producto de la pandemia del Coronavirus, que mantiene al
mundo en constante zozobra agudizada con el inicio de una Segunda Ola.
Estamos hablando de una plaga que ha sembrado la muerte y el desastre
económico en todo el mundo, provocando el miedo, la incertidumbre y la
impaciencia. Esto ha obligado a un cambio radical en el modo de vida de
las personas, y en la interrupción de actividades que como la educativa,
trastocan el normal desarrollo de la enseñanza, tanto escolar, como superior
universitario. Desde marzo del 2020 (fecha del inicio de la Pandemia), el
gobierno se ha visto obligado a implementar la educación remota, como
una forma de darle continuidad a la enseñanza, en todos los niveles
educativos valiéndonos de la tecnología para garantizar un aprendizaje
remoto. En tal sentido, la utilización de dispositivos, conectividad y la
disponibilidad de espacios alternativos de instrucción para dar continuidad
a los estudios y la implementación de los recursos tecnológicos se han
convertido en mecanismos necesarios a implementar en la presente etapa.
Palabras clave: Educación remota, capacitación digital
Introduction
The opinions of the students of the Professional School of Secondary
Education in the area of Social Sciences and Tourism on the
instrumental endowment provided by the institution, the preparation
of teachers and the students' own endowment in the face of
emergency remote education. (Mollis, 2014, p.40) Their knowledge
about the meaning of the virtual, synchronous-asynchronous
teaching-learning modality, the use of technological means and that
of continuing with virtual classes with this new process, allows a
diagnosis on non-face-to-face (virtual) classes. In the work of Belvís
et al. (2021) states that it is also important to consider the academic-
technological institutional, the adaptation of teachers and the
response capabilities of students because the students and teachers
of the Universidad Nacional José Faustino Sánchez Carrión, the
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university authorities and those interested in planning and practicing
on the virtual teaching modality require basic informative material
that provides an overview of the reality of our students.
It is worth mentioning the initiative of the INDES group of the IDB,
which is based on Santana et al. (2010) and has developed
throughout this time, short and intensive courses in order to
familiarize teachers in this educational modality, from: short
courses, webinars, seminars, awareness workshops, weekly
meetings of wide dissemination and acceptance and in which the axis
was placed in the idea of concentrating all efforts on the student and
his needs, in the evolution of the role of the teacher towards a new
way of being in teaching, that of the facilitator and an important
element that was the planning of the didactic sequence.
In parallel, the VRAC-UNJFSC, developed an intensive training
strategy with teachers according to Barros-Bastidas & Gebera (2020)
and Rodríguez et al. (2021) who according to their work try to reach
the maximum number of teachers in their attempt to catch up in the
use of tools for remote education (MOODLE) but without reaching
to identify precisely the constituent elements of this nature which are
in principle, those proposed by INDES and on which it is necessary
to insist, in view of the coincidence with other educational proposals
in the sense that it was necessary to insist, in planning, organization
of the sequence, arrangement of materials, this means that for Pavón
& Ferruz student-centered teaching and active participation in the
teaching process so that the student is gaining in autonomy and
abilities to self-organize their own learning process. (2018, p. 53).
In this sense, the governing institutions of the branch, the Ministry
of Education, issued a series of legal instruments that have allowed
to face in the best possible way the educational process in an
emergency situation that went through the forced closure of
educational institutions and the articulation of proposals for the
development of educational activities in remote modalities. (Barba,
2015, p. 60).
A first approach to a framework of useful references to try to
understand and identify the elements present in the new context, is
provided by: Cabrales, et al. (2020) due to the health crisis, caused
by the emergence of COVID-19, studies on virtual meetings, editing
documents online, teleworking, the use of tutorials, among other
functions of virtual tools and ideas to develop solutions in the work
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and studies that were face to face, to ensure continuity to educational
services, state and non-state.
One of the hardest hit by the health emergency is the education
sector, which has been forced to close its classrooms, both in basic
and higher education, followed by the subsequent #quedateencasa;
generating levels of stress on teachers, parents and students. All this
has created a new concept in education: "Emergency remote
teaching".
For their part, professors Cabañas, et al. (2003). state that the virtual
classroom is a distance learning methodology that recreates the
motivational elements of face-to-face training, through: The use of
groups that begin and end a course together.
The virtual classroom can be synchronous when there is simultaneity
or asynchronous when the interactivity between sender and receiver
does not need to occur simultaneously. They also describe
synchronous and asynchronous resources. Among the interactive
resources available on the Internet, a classification can be made
between synchronous and asynchronous services.
Mejía et al. (2019) raise some relevant questions regarding the scope
and limits of the current intervention.
For Vasquez-Sullca, (2020) it will be impossible for every faculty
member to suddenly become an expert in online teaching and
learning in the current context, where deadlines vary from a single
day to a few weeks so they anticipated the dimensional effort to be
faced by all stakeholders in the higher education system in this
context, namely: students, teachers and the institutions themselves.
While there are resources that faculty can turn to for assistance, the
speed of change currently required on many campuses will
emphasize the pressure on the systems that provide those resources
and will likely overwhelm their capabilities.
According to the Inter-American Development Bank, as a
consequence of forced digitization, most universities have had to
digitize curricular content in an accelerated and precarious manner,
constraining planning capacity and hindering effective
communication channels. The digital divide and limited access to
technologies is the psychological effect of confinement impacts
students' ability to learn. The emerging family problems that have
not been lacking and have to do with delocalization, the search for
connectivity for children with displacement to cities to enable access
(Viniegra, 2016, 269).
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It is necessary to consider that the situation we have experienced has
been extremely complex, but we must nevertheless appreciate how,
despite the limitations, evidenced on a multidimensional scale that
has to do with the allocation, access, the consistency of the
proposals, with high economic, experiential and emotional costs, in
view of the results, we could consider that we are coming out of a
new experience that has been presented as a challenge to which we
have been able to respond.
For Cabañas and Ojeda (2003), synchronous services are those in
which the sender and receiver of the message in the communication
process operate in the same time frame, i.e., in order to transmit the
message it is necessary that the two people are present at the same
time. These synchronous resources become truly necessary as a
socializing agent, essential so that the student who studies in the
distance mode does not feel isolated. Collazo et al. (2020) state that
a consequence of this is that the intellectual production of the
teacher, consisting in the generation of a training proposal for the
corresponding course, is at this moment completely hosted in the
cloud and consequently, his work seems somehow alienated.
Asynchronous services are the most valuable resources for use in the
distance education modality, since access to information in a
deferred manner in time is absolutely necessary due to the special
characteristics of the students who study in this modality.
In response to the requirements, the authorities developed a student
survey on Internet access and Virtual Learning, which is available
through the intranet, prior to the 2020-I enrollment. "It will allow a
diagnosis to determine whether to adopt non-face-to-face (virtual)
classes before COVID-19, the result of that survey so far is
unknown, since it was conducive to start the next academic semester.
The virtual relationship between teacher and student is a new form
of educational interaction, technologically mediated. In the Virtual
Teaching model, the student becomes the main protagonist and the
teacher transforms his functions to provide guidance and orientation
of the appropriate learning method. The student is the one who 'sets'
his own pace of work, acquiring the knowledge exposed in the
contents, doing the self-evaluation exercises and ideally, acquiring
self-organization and self-learning skills.
Of the 181 students of Social Sciences and Tourism, 63 (34%9)
considered that the virtual teaching-learning modality is a good
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system, while 120 students (66%) considered that this modality is
not good.
Virtual teaching-learning has meant a radical change and has
permeated all areas and all educational levels; by means of ICTs
(Information and Communication Technologies), most university
institutions currently offer their students a large number of on-line
courses, mainly undergraduate and graduate courses as a result of the
declaration of the National Emergency of a Covid-19 pandemic. We
had to adapt to a new modality and face the challenge of virtual
teaching, compared to the traditional or face-to-face teaching model.
At the beginning of the academic cycle (2020-I), the geography of
the country has been one of the factors for connectivity coverage,
because students in rural areas do not access the platform because
the Internet that exists in their area are from other companies and not
the one distributed by the university institution. Despite the
difficulties, students acquire autonomy and responsibility in the
learning achievements that will be the results of other studies to see
the degree of evaluation achieved.
The institution provided students with their institutional e-mail to
communicate with other departments: By means of this
communiqué, we remind all senior management authorities, faculty
authorities, officials, directors, heads of offices, heads of units, heads
of areas and others responsible for the departments, that our
institution approved the use of the e-mail service at the Universidad
Nacional José Faustino Sánchez Carrión, through Rector's
Resolution N°002-2020-UNJFSC of January 2, 2020, which is
currently in force.
Materials and methods
The research is quantitative, non-experimental, exploratory,
descriptive and explanatory. It intends to report the results obtained
from a self-administered questionnaire online with the technology
provided by Encuesta Fácil. For the case of the School of Education,
the different questions were posed in a small questionnaire that was
circulated among students and had a great reception, 181 students
were reached who responded. In the case of the School of Sociology,
this set of descriptive questions were incorporated into a broader
questionnaire and integrated into a larger sequence that addressed
issues with greater granularity and depth with open questions and
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appealing to the Likert Scale; 85 students answered the questionnaire
and as a sample, it is representative for the two cases under
observation to account for trends within the group under study.
Results
The initial data seem to indicate that there was greater enthusiasm
for participating in the questionnaire among the students of the
Faculty of Education (Social Sciences and Tourism), 181 against 85
for the Faculty of Social Sciences (Sociology). However, the data
seem to indicate some punctual questions that mark notable
differences in reference to certain questions while, in others, the
levels reached in certain items turn out to be equal or very similar.
In reference to structural issues that have to do with access and
provision, in both groups and as we can appreciate in the summary
table of results, high affectations are evidenced referring to the
difficulties for access, 83% of educators have suffered these
problems compared to 77% of sociology students with identical
problems.
Table 1. Summary of results in percentages of the application of the
questionnaire in Social Sciences and Tourism and Sociology and
referring to the items considered.
Education
Sociology
Education
Sociology
Yes
Yes
No
No
1-2
1
Virtual
classroom
training with
opportunity
59%
80%
41%
20%
2
Synchronous
and
asynchronous
virtual
classroom
knowledge
57%
93%
43%
7%
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2-5
5
Effectiveness
of e-learning
22%
49%
78%
46%
4-5
4
Interruption of
connectivity
and with
virtual
classroom
83%
77%
17%
23%
5-8
8
Collaboration
between
students and
with teacher
41%
67%
59%
26%
6
Research
capacity and
autonomous
learning
61%
62%
39%
34%
6-9
9
Expectations
for the new
cycle
38%
76%
62%
21%
On this same level of structural elements, the expectation of the
possibility of a new cycle in this same modality (question 9) is
markedly different. While only 38% of the students in the Faculty of
Education positively assume this possibility, the percentage reached
among Sociology students is precisely double. 76%. It is evident that
some elements may be involved in the generation of such a disparate
response in one case or the other.
Likewise, and for the question referring to "Research capacity and
autonomous learning" (question 6), the data obtained are again
identical, 62% for Education and 61% for Sociology. From our point
of view, this data shows that, in both groups, the fact of being able
to study under this modality, assimilating the dominant modes and
strategies in this educational model, has been assumed as a viable
alternative. The figures, however, show a serious problem, which we
point out because we consider that up to a third of the students have
serious problems of accessibility and to be able to continue their
studies in the remote modality, an important issue that we will
address in future studies.
We point to the 3/3 hypothesis as an element with the capacity to
account for the situation generated and experienced, but this should
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be left for future studies in which we approach the problem with a
perspective of greater explanatory capacity and incorporating some
econometric questions. The idea that emerges is that according to
initial information, one third of the students would go through the
experience very profitably, the second third would overcome the
situation with certain problems but also positively and a third group
for whom the situation could have had dramatic conditions of
multidimensional origin and with serious effects on the health and
tranquility of our students in the face of the reiteration of known
problems, connectivity, endowment, or the fact of being an active
part in the support of their families.
In this case, in order to concentrate our efforts on making a
comparison between these departments of the Universidad Nacional
José Faustino Sánchez Carrión, we will focus our attention on the
following issues.
Education students are aware of the meaning of the difference
between the concepts of synchronous and asynchronous virtual
classrooms out of a total of 181, representing 57%; while 78
students, 43%, do not know what synchronous and asynchronous
classrooms mean. The contrast with the data obtained in Sociology
is significant, given that 80% of the members of this group claim to
know the difference, while the percentage of students who do not
know the difference is only 20%.
One possible explanation for this data may come from the size of the
department. The Faculty of Education has twice as many students as
the Faculty of Social Sciences. Apparently, within a smaller
community, the communication channels work more efficiently.
A fact that would contribute in this sense and the following, since
the first day, we have been able to count on the e-mail lists of all our
students. The communication has been more agile and consequently,
the calls to the trainings have been received by the interested parties
in a personal and direct way.
The call for training has been solved with a call for training
disseminated on the institutional web page and nothing more, the
natural circulation of information relying on the networks. This
considering that the students may have had an internet connection
or, on the contrary, the possibility of being in a remote area or simply
were working.
This table shows that the group of sociology students 80%
(77%+3%) have received training and 20% (16%+4%) have not
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received training on virtual classes; likewise, of the group of
education students 59% (45%+14%) have received training and 41%
(12%+29%) have not received training on virtual classes. The
difference is remarkable. 20 percentage points, may define important
future differences in the face of a completely disruptive situation for
which we were not sufficiently prepared.
Differences in this level, increase differences in the following levels
that reach 32% of measurement in reference to the knowledge of the
conceptual pair: synchronous/asynchronous.
When comparing both groups (education and sociology) crossing
both variables (training and knowledge), it is observed that 77% of
the sociology group that has received training has knowledge of
synchronous and asynchronous virtual classes, being superior to the
education group that has received training where 45% has
knowledge of synchronous and asynchronous virtual classes.
It follows that more training allows to have more knowledge of
virtual classes and as a consequence, to move with some margins of
self-confidence, and that's just to start with. Also, consider that the
questionnaire will be turned in November 2020, in the first fortnight
in the case of Education and from the second fortnight of November
in Sociology.
It can be seen that the group of sociology students 54% (42% + 12%)
indicate that there is effectiveness in virtual teaching and 46%
(25%+21%) indicate that there is no effectiveness in virtual
teaching; likewise, of the group of education students 22%
(15%+7%) indicate that there is effectiveness in virtual teaching and
78% (26%+52%) indicate that there is no effectiveness in virtual
teaching.
When comparing both groups (education and sociology) by crossing
both variables (effectiveness in teaching and collaboration), it is
observed that of the sociology group that indicates that there is
effectiveness in virtual teaching 42% indicate that there is
collaboration between students and teacher, on the contrary in the
education group that indicates that there is no effectiveness in virtual
teaching a higher percentage (52% versus 26%) indicates that there
is no collaboration between students and teacher seems to find for
the case of sociology students, better channels of generation and
production.
Although the data are not as encouraging as we might have expected,
the distances between the two units seem to be indicative of some
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issues that need to be considered and probably explored further in
future work.
The question of the size of the unit concerned seems to be equally
significant. It is very likely that the smaller the unit, the better the
possibilities for collaboration, exchange and interaction. Greater
integration in small groups than in large academic units.
Discussion
The 3/3 approach is, from our point of view, absolutely plausible.
1/3 of the students meet the conditions to comfortably carry out an
immersive experience in remote emergency education, they have the
necessary resources and implements to do so. The second group is
divided between those who can do it with certain comfort and
solvency, and in the second half of the group, the problems that have
to do with feeling certainly less comfortable in this modality begin.
This evidently refers to the group of Sociology students, since the
situation among the Education students has elements and indicators
of greater maladjustment and lack of adaptation to the ERE.
The third group faces routine, recurrent problems in coping with this
contingency. In this situation, it becomes evident that a more
focused management of the aid received from the government is
necessary.
In spite of the students' capacity to adapt, which is evident in their
adaptation to the new modality, there is a marked preference for a
return to the face-to-face modality.
Alternative proposals, referring to the testing of new modalities, are
in the environment. Hybrid models are proposed as an alternative
with face-to-face and remote classes.
It also seems necessary to propose alternatives at the level of teacher-
student interaction. It has also become evident that one issue is the
discourse on the cultivation of empathy and quite another, the
exercise of pressure on teachers to develop control, supervision,
evaluation and reporting activities in a model that reproduces, in our
case, the strategy followed by the Ministry in the control of the
academic activity of teachers in school education. This has generated
surprise and resistance on the part of teachers.
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