Teaching materials in emergency remote education: perceptions from students of the Higher School of Educational Sciences
Keywords:
Education, Students, Learning, University, EmergencyAbstract
Teaching materials are one of the main tools for learning; their diversity and adaptability are relevant to meet the needs and contexts of students. Emergency remote education involves three situations: first, living a contingency condition that makes it impossible for students to attend face-to-face classes; second, considering virtual spaces as alternative training elements, and third, that in these environments the accessibility conditions are different and even hostile, because the digital divide in the state of Guerrero is latent. The research aims to identify the teaching materials used in remote emergency classes due to Covid-19, in the Bachelor of Education Sciences. From a positivist paradigm with a quantitative approach, the descriptive case study answers the following research question: What are the characteristics of the teaching materials used in a remote emergency situation? Beyond knowing the materials, the research aims to characterize them, since remote emergency education has certain particularities that lead to changes and adaptations that conventional materials may have. From the perceptions of students in education, the work accounts for training needs and opportunities to be better prepared to face academic vicissitudes with appropriate educational materials in any eventuality. The results show that various materials were used, both to facilitate teaching content and to demonstrate learning: videos, infographics, conceptual maps, synoptic tables, in addition to traditional ones such as books and notes. Characteristics such as the diversity of formats, intentionality, character, meaning and potential of the material to generate learning and motivate its consultation were relevant findings that allow us to glimpse lines of work and research for its continuous improvement.
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