Impacto en indicadores académicos y experiencias formativas durante la pandemia por COVID-19 en la Educación Media Superior agropecuaria en Guerrero, México
| dc.contributor.author | Carbajal-López, Elizabeth | |
| dc.contributor.author | Román-Palacios, Flor de María | |
| dc.contributor.author | Navarro-Martínez, José | |
| dc.date.accessioned | 2024-12-20T20:33:38Z | |
| dc.date.available | 2024-12-20T20:33:38Z | |
| dc.date.issued | 2024-02-29 | |
| dc.identifier.uri | https://directory.doabooks.org/handle/20.500.12854/148547 | |
| dc.language | Spanish | en_US |
| dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education | en_US |
| dc.subject.other | aprendizaje en línea | en_US |
| dc.subject.other | indicadores educativos | en_US |
| dc.subject.other | plataforma digital | en_US |
| dc.title | Impacto en indicadores académicos y experiencias formativas durante la pandemia por COVID-19 en la Educación Media Superior agropecuaria en Guerrero, México | en_US |
| dc.type | chapter | |
| dc.description.version | Published | en_US |
| oapen.abstract.otherlanguage | The national educational system has suffered ups and downs in its academic indicators, with greater emphasis on Higher Secondary Education. The COVID-19 pandemic aggravated this situation and left a marked educational inequality through the online formative process, truncating the school trajectory of students. The objective of the work was to analyze the academic indicators between the 2019-2020 and 2021-2022 cycles in 27 institutions of the General Directorate of Agricultural Technological Education and Marine Sciences in Guerrero, to learn about the experiences and assess the degree of satisfaction of the online teaching-learning process with a mixed research approach. By means of a non-probabilistic sampling, surveys were applied to 1802 students and 401teachers. Enrollment, dropout and terminal efficiency were negatively affected during the pandemic. The digital platforms most used by teachers and preferred by students during their online training were Zoom, Microsoft Teams, Google Classroom and Google Meet. Both teachers and students made investments to gain access to the Internet and acquire digital equipment, which resulted in additional family expenses. Students reported advantages of online teaching since they made use of didactic materials available on the Web more frequently; however, most students prefer to return to face-to-face classes to develop a full social life. The results lay the foundations for generating public policies on teacher training and digitalization in agricultural education institutions in Mexico, since the online teaching-learning process will be a common practice in the near future. | en_US |
| oapen.identifier.doi | 10.35622/inudi.c.02.14 | en_US |
| oapen.relation.isPublishedBy | ba558906-c673-46ef-9cd1-d0b6212af0e3 | |
| oapen.relation.isPartOfBook | 96eb5c53-0c22-4711-b6f9-afa177154b43 | |
| oapen.relation.isbn | 978-612-5130-24-2 | en_US |
Fichier(s) constituant ce document
| Fichiers | Taille | Format | Vue |
|---|---|---|---|
|
Il n'y a pas de fichiers associés à ce document. |
|||
Ce document figure dans la(les) collection(s) suivante(s)
Excepté là où spécifié autrement, la license de ce document est décrite en tant que https://creativecommons.org/licenses/by/4.0/