Experiences of undergraduates’ emergency remote education in Mexico
Emergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.2000846 |
| _version_ | 1797765944025546752 |
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| author | José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza |
| author_facet | José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza |
| author_sort | José Balderas-Solís |
| collection | DOAJ |
| description | Emergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising student emergency e-learning experiences during COVID-19 lockdown and comparing them among the five undergraduate educational programmes offered by a public Mexican university. The participants were 969 undergraduate students, who were surveyed onlinfe. For data analysis, we calculated descriptive statistics and performed Kruskal–Wallis tests in SPSS25. Results showed that 1) mobile phones were the most used devices to connect to online classes; 2) Information Technology (IT) courses utilise specialised alternative platforms; 3) Connectivity and device problems, along with family reasons and sickness were the most common reasons for absence; 4) Eyestrain due to continuous usage of electronic devices was a common discomfort among participants; 5) Work overload, problems to understand educational materials and lack of motivation were other common problems; 6) Students had an overall good perception of the synchronous e-learning model implementation and 7) E-learning could be improved mostly through actions on the part of the instructor. For instance, focus on the most important topics and materials and provide students with more personalised attention. |
| first_indexed | 2024-03-12T20:18:21Z |
| format | Article |
| id | doaj.art-4654b144ca404b30bbbed7c21af60df9 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:18:21Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-4654b144ca404b30bbbed7c21af60df92023-08-02T01:08:27ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.20008462000846Experiences of undergraduates’ emergency remote education in MexicoJosé Balderas-Solís0Ramón Ventura Roque-Hernández1Rolando Salazar-Hernández2Adán López-Mendoza3Universidad Autónoma de TamaulipasNanjing Normal UniversityUniversidad Autónoma de TamaulipasUniversidad Autónoma de TamaulipasEmergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising student emergency e-learning experiences during COVID-19 lockdown and comparing them among the five undergraduate educational programmes offered by a public Mexican university. The participants were 969 undergraduate students, who were surveyed onlinfe. For data analysis, we calculated descriptive statistics and performed Kruskal–Wallis tests in SPSS25. Results showed that 1) mobile phones were the most used devices to connect to online classes; 2) Information Technology (IT) courses utilise specialised alternative platforms; 3) Connectivity and device problems, along with family reasons and sickness were the most common reasons for absence; 4) Eyestrain due to continuous usage of electronic devices was a common discomfort among participants; 5) Work overload, problems to understand educational materials and lack of motivation were other common problems; 6) Students had an overall good perception of the synchronous e-learning model implementation and 7) E-learning could be improved mostly through actions on the part of the instructor. For instance, focus on the most important topics and materials and provide students with more personalised attention.http://dx.doi.org/10.1080/2331186X.2021.2000846higher educationstudentspandemiccovid-19 |
| spellingShingle | José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza Experiences of undergraduates’ emergency remote education in Mexico Cogent Education higher education students pandemic covid-19 |
| title | Experiences of undergraduates’ emergency remote education in Mexico |
| title_full | Experiences of undergraduates’ emergency remote education in Mexico |
| title_fullStr | Experiences of undergraduates’ emergency remote education in Mexico |
| title_full_unstemmed | Experiences of undergraduates’ emergency remote education in Mexico |
| title_short | Experiences of undergraduates’ emergency remote education in Mexico |
| title_sort | experiences of undergraduates emergency remote education in mexico |
| topic | higher education students pandemic covid-19 |
| url | http://dx.doi.org/10.1080/2331186X.2021.2000846 |
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