COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento
DOI:
https://doi.org/10.5944/ried.24.1.28080Palavras-chave:
COVID-19, educación a distancia, confinamiento, e-Learning, blended-learning, aprendizaje híbrido, combinado, mixto, flexibleResumo
La pandemia COVID-19 ha venido generando cambios y disrupciones en amplios sectores de la actividad humana. La educación ha sido uno de los más afectados debido a la imposición administrativa del cierre total de los centros educativos en gran parte de los países del mundo. La modalidad de educación a distancia, fundamentalmente en soporte digital, vino a ofrecer soluciones de emergencia a dicha crisis. En este trabajo se lleva a cabo una reflexión sobre las percepciones previas al COVID-19 relativas a esta modalidad educativa. Posteriormente se aportan ideas sobre la forma en que se acometió mayoritariamente la respuesta educativa al confinamiento a través de una educación de emergencia en remoto que se alejaba considerablemente de lo apropiado en diseños y desarrollos de una educación a distancia de calidad. Fueron muchos los errores cometidos y, por tanto, demasiadas las percepciones negativas por parte de muchos estudiantes, familias y docentes, bastantes de estos últimos ya reacios previamente a estos formatos más novedosos. Finalmente se aborda en el artículo la problemática más reciente, relativa a los tiempos de posconfinamiento, en los que no se prevé que en los centros presenciales todos los estudiantes puedan acudir a las aulas físicas en el mismo espacio y tiempo. Se ofrecen sugerencias sobre cómo abordar esta problemática a través de soluciones de hibridación, de una enseñanza y aprendizaje mixtos, combinados o, mejor, integrados y flexibles.
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Direitos de Autor (c) 2020 RIED. Revista Iberoamericana de Educación a Distancia
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