Virtual classes in university entrance: the emergency in the construction of meaning
DOI:
https://doi.org/10.24215/24690090e022Keywords:
Pedagogical Continuity - Forced Virtuality - Virtual Classes - Grounded theoryAbstract
The current situation in which the world finds itself, since the declaration of a pandemic by COVID-19, has meant - and still means - a context of great challenge for "pedagogical continuity" in the entire field of education. The university level is far from being exempt from this situation. Relying on the university autonomy that empowers it, it has decided in various ways to attend and respond to guarantee the universal right to education. Within this framework, the National Arturo Jauretche University -after UNAJ-, has analyzed in detail, which were the subjects that could, with the limitations of the case, make an offer of classes through virtual classrooms.
In this review of ongoing research, we will give an account of the process that we have started from a questionnaire on teaching expectations for the teachers of the subjects that make up the initial cycle of UNAJ. The processing of the first results has generated different questions about this context of forced virtuality that we have to go through: how will the conditions of home confinement and accessibility to digital technologies for teaching and learning in this context affect teachers and students? pedagogical continuity framework? To what extent will the lack of experience of teachers and students in virtual environments be an obstacle to teaching and learning? What is a virtual class in this framework? How to define its spatio-temporal limits? How can expectations be reconciled between what teachers offer to sustain teaching with what students expect to receive? These are some of the many questions that are beginning to emerge from the work dynamics. In particular, in this presentation we will try to begin to delineate the emerging elements in order to elaborate an answer regarding the construction of meanings in a "virtual class" starting from appealing to a possible definition from the methodology of grounded theory based on the analysis of what teachers understand and assume is a virtual class in this context.
KEY WORDS: Pedagogical Continuity - Forced Virtuality - Virtual Classes - Grounded theory.
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