Impacto del aprendizaje en línea en la transición a ERE: experiencias mexicanas de ELT
Resumen
Este proyecto se realizó con el propósito de analizar las experiencias de un grupo de estudiantes de una licenciatura en línea en Enseñanza del Inglés en cuatro distintas universidades públicas en México, estudiantes que al mismo tiempo son profesores de inglés en servicio en diferentes niveles de los sectores público y privado. Su práctica docente se llevaba a cabo en contextos presenciales; sin embargo, debido a la pandemia por COVID-19, estos profesores-estudiantes tuvieron que migrar su práctica a enseñanza remota. Por ello, las investigadoras, como profesoras de licenciatura de los participantes, se interesaron en conocer si las estrategias como estudiantes en línea eran útiles en la transición a profesores de inglés en la modalidad de Enseñanza Remota de Emergencia. Como seguimiento a los cuestionarios que contestaron 55 estudiantes de las licenciaturas en línea en Enseñanza del Inglés, se llevaron a cabo entrevistas semi-estructuradas con un total de 11 participantes de entre estos estudiantes. Los resultados indican que la experiencia de aprendizaje en línea sí tiene un impacto positivo al transitar de instrucción presencial a enseñanza remota. Independientemente del desarrollo de las habilidades tecnológicas de los participantes, se encontró evidencia del fomento a las habilidades blandas. Asimismo, los retos y limitaciones que los participantes inevitablemente enfrentaron los llevaron a un proceso de reingeniería didáctica muy provechosa.
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