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Ochoa-Garcia, Julian
Instructional Design for virtual courses for university teachers affected by COVID-19
Digital Tools for virtual courses for university teachers affected by COVID-19
2020
,
Salgado, Daniela
,
Ochoa-Garcia, Julian
,
Ana Fabiola Mora López
,
de la Serna, Andrés Saúl
Due to the 2020 scenario, the pandemic caused by the COVID-19 virus prompted a substantial change in the methods used by teachers when teaching and implementing their classes. As a support mechanism for teachers in the face of the radical change from physical presence to virtual presence, two courses were designed by the School of Pedagogy of the Universidad Panamericana: the first on Instructional Design and the second on didactic tools that enhance interaction and revitalization of classes. The summer of 2020 was the ideal time to train and prepare teachers in the instructional design of online classes because, although the educational model of the university is face-to-face, the circumstances and health limitations forced a strategic change to carry on with the quality that characterizes the institution. The preliminary results that we analyze with the SPSS software indicate that for 89.4% of the teachers the content of the course contributed to their professional development and that 87.9% have sufficient elements to redesign their subject for the following semester, which is executed in virtual mode.
2020
,
De la Serna-Tuya, A.S
,
Salgado, Daniela
,
Ochoa-Garcia, Julian
,
Ana Fabiola Mora López
,
García Béjar, Ligia
Due to the 2020 scenario, the pandemic caused by the COVID-19 virus prompted a substantial change in the methods used by teachers when teaching and implementing their classes. As a support mechanism for teachers in the face of the radical change from physical presence to virtual presence, two courses were designed by the School of Pedagogy of the Universidad Panamericana: the first on Instructional Design and the second on didactic tools that enhance interaction and revitalization of classes. The summer of 2020 was the ideal time to train and prepare teachers in the instructional design of online classes because, although the educational model of the university is face-to-face, the circumstances and health limitations forced a strategic change to carry on with the quality that characterizes the institution. The preliminary results that we analyze with the SPSS software indicate that for 90.5% of the teachers the content of the course contributed to their professional development and that 87.2% have sufficient elements to redesign their subject for the following semester, which is executed in virtual mode.