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      Desafíos de la educación superior en el Perú durante la pandemia por la covid-19 Translated title: Challenges for higher education in Peru during the COVID-19 pandemic


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          RESUMEN El presente ensayo describe y reflexiona sobre la experiencia de la educación superior en el contexto de la emergencia sanitaria generada por la covid-19 y declarada desde marzo de 2020 hasta la actualidad. El cierre de las instalaciones de las universidades ha generado grandes retos para los estudiantes y docentes de todo el país. Frente a este contexto, se implementó la educación virtual con la finalidad de reducir los contagios y también garantizar la continuidad de los estudios de los jóvenes. La educación virtual propició cambios, los cuales, en su mayoría, fueron forzados y poco planificados; no obstante, también han representado una oportunidad para la implementación de plataformas y tecnologías para el aprendizaje. A partir de la revisión y el análisis de la literatura científica, en este documento se discuten las implicancias para estudiantes y docentes en este nuevo escenario de la educación superior en el Perú.

          Translated abstract

          ABSTRACT This essay describes and reflects on the experience of higher education in the context of the public health emergency resulting from COVID-19 and declared from March 2020 to the present. The closure of university settings has created considerable challenges for students and teachers nationwide. In this context, virtual education was implemented, in order to reduce infections and also to ensure the continuity of studies for young people. Virtual education brought about changes, most of which were forced and unplanned; however, they have also constituted an opportunity for the implementation of learning platforms and technologies. Based on a review and analysis of the scientific literature, this paper discusses the implications for students and teachers of this new virtual education scenario in Peru.

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          COVID ‐19 and online teaching in higher education: A case study of Peking University

          Wei Bao (2020)
          Abstract Starting from the spring of 2020, the outbreak of the COVID‐19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high‐impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high‐quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
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            A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

            The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
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              Factors Contributing to Teacher Burnout During COVID-19

              As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers.

                Author and article information

                Desde el Sur
                Desde el Sur
                Universidad Científica del Sur (Lima, , Peru )
                July 2021
                : 13
                : 2
                : e0016
                [1] Lima Lima orgnamePontificia Universidad Católica del Perú Peru
                S2415-09592021000200002 S2415-0959(21)01300200002

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                : 24 April 2021
                : 12 July 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 29, Pages: 0

                SciELO Peru


                Higher education,pandemic,COVID-19,teaching staff,students,Educación superior,pandemia,covid-19,docentes,estudiantes


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