Factores asociados a la adaptación universitaria de estudiantes bajo el contexto de la pandemia COVID-19
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2022-09-15
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Pontificia Universidad Católica del Perú
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La pandemia del COVID-19 originó el cierre de todas las instituciones educativas,
haciendo que en poco tiempo se transformen y migren de una educación presencial a
una educación a distancia basada en las tecnologías de la información y comunicación.
En el caso de la educación superior en el Perú, la migración de la educación presencial
a la no presencial resultó en una serie de ventajas como: la continuidad de la educación
reduciendo el riesgo del contagio, la educación flexible, el acceso al material electrónico,
entre otras ventajas. Sin embargo, esta modalidad de educación también trajo consigo
algunas desventajas como la falta de adaptación de los estudiantes y su consiguiente
deserción.
En el presente trabajo, a raíz de una amplia investigación bibliográfica, se
encontró que los factores para ser abordados por las universidades y, así asegurar la
adaptación universitaria de los estudiantes (bajo el contexto de COVID-19), son los
siguientes: a) el bienestar personal, que incluye la necesidad de desarrollar la resiliencia
y el afrontamiento flexible; b) las relaciones interpersonales, que implica el brindar
espacios y oportunidades para que los estudiantes formen vínculos y así se sientan
parte de la comunidad universitaria; c) el proyecto profesional, que se refiere a brindar
capacitación a los docentes en la enseñanza a distancia; d) la actitud hacia el estudio
que se refiere a mejorar los hábitos de los estudiantes motivándolos al estudio
autorregulado y, por último, e) la implicación institucional, relacionada a promover la
identificación del estudiante con su centro de estudio. Por lo tanto, las instituciones
educativas deben realizar esfuerzos para considerar estos factores y así afianzar la
relación de los estudiantes con la institución, garantizando la calidad de la educación.
The COVID-19 pandemic led to the closure of all educational institutions, causing them to transform their programs and migrate in a short period of time from face-to-face education to distance education based on information and communication technologies. In the case of higher education in Peru, the migration from face-to-face to distance education resulted in a series of advantages such as: ensuring continuity of education while reducing the contagion risk; providing flexible education; granting access to electronic material, among other things. However, this modality of education also brought with it some disadvantages that resulted in students’ adjustment difficulties and their subsequent drop out. As a result of an extensive bibliographic research, it was found that the factors that need to be addressed by universities in order to ensure the students’ adaptation to university life (under the context of COVID-19), are the following: a) personal well-being, which includes the need to develop resilience and flexible coping; b) interpersonal relationships, which implies providing spaces and opportunities for students to bond with their peers and faculty and thus feel part of the university community; c) professional project, which refers among other things, to providing training to teachers in distance education; d) attitude towards learning that refers to improving students’ learning habits and increasing their motivation towards self-regulated learning and, finally, e) institutional implication, related to promoting the identification of the student with his or her university. Therefore, educational institutions should make efforts to consider these factors in their support programs as a means to strengthen student-institution relationship while ensuring the quality of education they offer
The COVID-19 pandemic led to the closure of all educational institutions, causing them to transform their programs and migrate in a short period of time from face-to-face education to distance education based on information and communication technologies. In the case of higher education in Peru, the migration from face-to-face to distance education resulted in a series of advantages such as: ensuring continuity of education while reducing the contagion risk; providing flexible education; granting access to electronic material, among other things. However, this modality of education also brought with it some disadvantages that resulted in students’ adjustment difficulties and their subsequent drop out. As a result of an extensive bibliographic research, it was found that the factors that need to be addressed by universities in order to ensure the students’ adaptation to university life (under the context of COVID-19), are the following: a) personal well-being, which includes the need to develop resilience and flexible coping; b) interpersonal relationships, which implies providing spaces and opportunities for students to bond with their peers and faculty and thus feel part of the university community; c) professional project, which refers among other things, to providing training to teachers in distance education; d) attitude towards learning that refers to improving students’ learning habits and increasing their motivation towards self-regulated learning and, finally, e) institutional implication, related to promoting the identification of the student with his or her university. Therefore, educational institutions should make efforts to consider these factors in their support programs as a means to strengthen student-institution relationship while ensuring the quality of education they offer
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COVID-19 (Enfermedad), Educacion superior--Perú, Educación a distancia--Aspectos psicológicos
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