Role of the professor in times of COVID-19

https://doi.org/10.21744/irjeis.v6n6.1014

Authors

  • Israel David Carofilis Mendoza Pontificia Universidad Católica del Ecuador Sede Manabí, Portoviejo, Manabí, Ecuador
  • Marcos Alejandro Yánez Rodríguez Pontificia Universidad Católica del Ecuador Sede Manabí, Portoviejo, Manabí, Ecuador

Keywords:

COVID-19, online classes, online education, teacher role, teachers

Abstract

This scientific article argues how confinement due to the health crisis of COVID-19 has changed the modality of classes, showing that teachers have not been prepared for this change so suddenly. In this way, they do not know what an online class is and the benefits provided by the implementation of various technologies in the role of the teacher who is focused on the well-being of the student, both emotionally and academically. The methodology that was implemented was documentary research considering reliable and current scientific sources. The approach used was the qualitative one for the synthesis of the information. The development of the text has a deductive approach, allowing from the general to the specific. The results show the resolution of the hypothesis raised about the role of the teacher in online classes due to the pandemic. It is concluded that, if the role in class is not changed, the learning process of the students will be difficult, generating a tense class environment.

Downloads

Download data is not yet available.

References

Armstrong, A. W., Idriss, N. Z., & Kim, R. H. (2011). Effects of video-based, online education on behavioral and knowledge outcomes in sunscreen use: a randomized controlled trial. Patient education and counseling, 83(2), 273-277. https://doi.org/10.1016/j.pec.2010.04.033

Burgos, C., Vásquez, E., López, E., & Adaos, R. (2021). Difprore Project Analysis of the difficulties, proposals and educational challenges facing COVID-19. IJERI: International journal of Educational Research and Innovation (15), 17-34.

Camacho Guerrero, GA (2018). Capacity for empathy in teachers of the Faculty of Medicine of the Pontificia Universidad Católica del Ecuador-Quito, from October 2017 to December 2017 (Bachelor's thesis, PUCE).

Casademont, J. (2020). Reflections of a teacher in the face of the COVID-19 pandemic situation. FEM. Journal of the Medical Education Foundation, 23(3), 107-109.

Castellanos, BJP (2017). The use of deductive and inductive methods to increase the efficiency of digital evidence acquisition processing. Accounting notebooks, 18 (46).

Comas-González, Z., Echeverri-Ocampo, I., Zamora-Musa, R., Velez, J., Sarmiento, R., & Orellana, M. (2017). Recent Trends In Virtual Education And Its Strong Connection With The Immersive Environments. ESPACIOS, 38(15), 4.

De Luca, MP (2020). Virtual classrooms in teacher training as a strategy for pedagogical continuity in times of pandemic. Uses and paradoxes. Carolina analysis, (33), 1.

Fernandez, C. (2020). Incapacidad temporal y COVID-19. Actualidad jurídica iberoamericana, 12(2), 744-753.

Garcia Aretio, L. (2017). Distance and virtual education: quality, disruption, adaptive learning and mobile learning.

García-Planas, M. I., & Torres, J. T. (2020). Transición de la docencia presencial a la no presencial en la UPC durante la pandemia del COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 177-187.

Giannini, S. (2020). COVID-19 and higher education of the immediate effects the day after. Latin American Journal of Comparative Education, 11(17), 1-57.

Godoy-Orellana, C. (2020). Five keys for the implementation of virtual training programs: a proposal from the tutoring experience. Educational Knowledge Magazine , (5), 22-36.

Hepsiba, N., Subhashini, A., Raju, M. V. R., & Rao, Y. P. (2016). Changing role of teachers in the present society. International research journal of engineering, IT & scientific research, 2(9), 67-72.

Hoyos, C. (2000). A model for documentary research: theoretical-practical guide on the construction of states of the art with important reflections on the research. Medellin: Publishing Sign.

Koury, M., & Hirschhaut, M. (2020). Historical overview of COVID-19 How and why did we get to this pandemic? Venezuelan dental record, 58(1), 3-4.

Lema, VG, García, DB, Martín, RB, & Calvo, GG (2020). Learning to be a teacher without being in the classroom: Covid-19 as a threat to the professional development of future teachers. RIMCIS: International and Multidisciplinary Journal in Social Sciences , 9 (1), 152-177.

Nagel, L., & Kotzé, T. G. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. The Internet and Higher Education, 13(1-2), 45-51. https://doi.org/10.1016/j.iheduc.2009.12.001

Oviedo, AD, Meza, KT, & Ramírez, AL (2020). Resilient capacities in teachers in cases of intrafamily violence. Science and Education , 4 (1), 21-31.

Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020-1027. https://doi.org/10.1016/j.compedu.2009.10.007

Picón, ML (2020). Is virtual teaching possible ?. Educational Forum , (34), 11-34.

Sánchez-Sánchez, GI, & Jara-Amigo, XE (2019). Students, teachers and educational context in the representation of teachers in training. Educare Electronic Magazine , 23 (3), 161-181.

Tarabini, A. (2020). What is the purpose of the school? Sociological reflections in times of global pandemic. Revista de Sociología de la Educación-RASE , 13 (2), 145-155.

Tellería, MB (2004). Education and new technologies. Distance Education and Virtual Education. Journal of Theory and Didactics of Social Sciences , (9), 209-222.

Trickett, E. J., Rukhotskiy, E., Jeong, A., Genkova, A., Oberoi, A., Weinstein, T., & Delgado, Y. (2012). “The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context. Teaching and Teacher Education, 28(2), 283-292. https://doi.org/10.1016/j.tate.2011.10.005

UNESCO. (2020). Impact of Covid-19 on education.

Varela-Ordorica, SA, & Valenzuela-González, JR (2020). Use of information and communication technologies as a transversal competence in teacher training. Educare Electronic Magazine , 24 (1), 172-191.

Vigilante, A. (2020). Cos'è Una Classe Virtuale (E Perché Dev'essere Libera).

Villafuerte, J., Bello, J., Pantaleón, Y ., & Bermello, J. (2020). Teachers 'Role In The Covid-19 Crisis, A Look. REFCalE: Electronic Magazine Training and Educational Quality, 8(1), 134-150.

Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, 103956. https://doi.org/10.1016/j.compedu.2020.103956

Zavala, D., Muñoz, K., & Lozano, E. (2016). An approach to the digital competences of teachers. Publishing Magazine , 3 (9), 330-340.

Published

2020-10-21

How to Cite

Mendoza, I. D. C. ., & Rodríguez, M. A. Y. . (2020). Role of the professor in times of COVID-19. International Research Journal of Engineering, IT & Scientific Research, 6(6), 37-44. https://doi.org/10.21744/irjeis.v6n6.1014

Issue

Section

Research Articles