Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/27164 |
Resumo: | The United Nations Organization for Education, Science and Culture (UNESCO, 2011) stated that Information and Communication Technologies (ICT`s), can improve the teaching-learning process. For this it is necessary to have a reform of conventional teaching systems and the increase in the quality of learning, through training focused on developing the skills required by the Information Society (UNESCO, 2011). However, due to the pandemic, this reform was carried out in an untimely manner, which led the educational system to face a transcendental moment, since a large part of the universities were closed, and face-to-face education changed to non-face-to-face education. According to a UNESCO report in 2020, some 185 countries suspended classes completely, which implies more than 1,500 million students affected, is where the questions arise: are teachers prepared for this change? non-face-to-face education? This research, through a systematic review, aims to provide an answer to these questions, specifically in the area of social and health sciences, in speech language professionals who teach in the non-face-to-face online educational modality in the context of the COVID-19 pandemic. Based on this review, it is possible to point out that non-face-to-face online education offers a large number of opportunities, but, as well as offering opportunities, it also presents significant challenges to maintain educational quality and relevance. To take advantage of the advantages offered by the new modalities, continuous improvement in the practice of distance education is necessary, seeking the best strategies for teaching and the development of students who are inclined to receive their academic training under this modality. |
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Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemicEstrategias didácticas y desafíos de enseñanza-aprendizaje para los docentes fonoaudiólogos de Chile en la educación a distancia por contexto de pandemia COVID-19Estratégias didáticas e desafios de ensino-aprendizagem para professores de áudio da fala no Chile educação a distância no contexto da pandemia do COVID-19Enseñanza-aprendizajeEstrategias didácticasEducación a distanciaFonoaudiologíaCOVID-19.Ensino-aprendizagemEstratégias de ensinoTerapia de falaEducação a DistânciaCOVID-19.Teaching-learningTeaching strategiesSpeech therapyDistance educationCOVID-19.The United Nations Organization for Education, Science and Culture (UNESCO, 2011) stated that Information and Communication Technologies (ICT`s), can improve the teaching-learning process. For this it is necessary to have a reform of conventional teaching systems and the increase in the quality of learning, through training focused on developing the skills required by the Information Society (UNESCO, 2011). However, due to the pandemic, this reform was carried out in an untimely manner, which led the educational system to face a transcendental moment, since a large part of the universities were closed, and face-to-face education changed to non-face-to-face education. According to a UNESCO report in 2020, some 185 countries suspended classes completely, which implies more than 1,500 million students affected, is where the questions arise: are teachers prepared for this change? non-face-to-face education? This research, through a systematic review, aims to provide an answer to these questions, specifically in the area of social and health sciences, in speech language professionals who teach in the non-face-to-face online educational modality in the context of the COVID-19 pandemic. Based on this review, it is possible to point out that non-face-to-face online education offers a large number of opportunities, but, as well as offering opportunities, it also presents significant challenges to maintain educational quality and relevance. To take advantage of the advantages offered by the new modalities, continuous improvement in the practice of distance education is necessary, seeking the best strategies for teaching and the development of students who are inclined to receive their academic training under this modality.La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO, 2011) manifestó que las Tecnologías de la información y Comunicación (TIC`s), pueden mejorar el proceso de enseñanza-aprendizaje. Para esto es necesario, tener una reforma de los sistemas convencionales en enseñanza y el incremento de la calidad de los aprendizajes, mediante una formación enfocada a desarrollar las habilidades que solicita la Sociedad de la Información (UNESCO, 2011). Sin embargo, debido a la pandemia esta reforma se realizó de manera intempestiva, lo que llevo al sistema educativo a enfrentarse a un momento trascendental, puesto que, gran parte de las universidades se cerraron, y la educación presencial mudó a la no presencialidad. Según un reporte de la Unesco en 2020, unos 185 países suspendieron las clases totalmente, lo que implica más de 1.500 millones de alumnos afectados, es donde surgen las interrogantes ¿están los docentes preparados para este cambio?, ¿poseen las estrategias didácticas para la educación no presencial? Esta investigación mediante una revisión sistemática pretende dar una respuesta a estas interrogantes, específicamente en el área de las ciencias sociales y de la salud, en los profesionales fonoaudiólogos que ejercen docencia en la educación a distancia no presencial en el contexto de pandemia por coronavirus (COVID-19). En base a esta revisión es posible señalar que, la educación a distancia no presencial ofrece una gran cantidad de oportunidades, pero, así como ofrece oportunidades, también manifiesta importantes retos para mantener la calidad y pertinencia educativa. Para aprovechar las ventajas que ofrecen las nuevas modalidades, es necesario una mejora continua en la práctica de la educación a distancia, buscando las mejores estrategias para el ejercicio docente y el desarrollo de los estudiantes que se inclinan por recibir su formación académica bajo esta modalidad.A Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO, 2011) afirmaram que as Tecnologias de Informação e Comunicação (TIC`s), podem melhorar o processo de ensino-aprendizagem. Para isso é necessária uma reforma dos sistemas convencionais de ensino e o aumento da a qualidade da aprendizagem, por meio da formação voltada para o desenvolvimento das competências exigidas pela Sociedade da Informação (UNESCO, 2011). No entanto, devido à pandemia, essa reforma foi realizada de forma intempestiva, o que levou o sistema educacional a enfrentar um momento transcendental, uma vez que grande parte das universidades foi fechada, e o ensino presencial passou a não presencial - educação presencial. De acordo com um relatório da UNESCO em 2020, cerca de 185 países suspenderam completamente as aulas, o que implica em mais de 1.500 milhões de alunos afetados, é aí que surgem as perguntas: os professores estão preparados para essa mudança? Esta pesquisa, por meio de uma revisão sistemática, visa fornecer uma resposta a essas questões, especificamente na área de ciências sociais e da saúde, em profissionais de fonoaudiologia que lecionam na modalidade educacional online não presencial no contexto da pandemia de COVID-19. Com base nessa revisão, é possível apontar que a educação online não presencial oferece um grande número de oportunidades, mas, além de oferecer oportunidades, também apresenta desafios importantes para manter a qualidade e a relevância do ensino. Para aproveitar as vantagens oferecidas pelas novas modalidades, é necessário o aprimoramento contínuo na prática da educação a distância, buscando as melhores estratégias para o ensino e o desenvolvimento dos alunos que estão propensos a receber sua formação acadêmica nessa modalidade.Research, Society and Development2022-03-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2716410.33448/rsd-v11i4.27164Research, Society and Development; Vol. 11 No. 4; e4311427164Research, Society and Development; Vol. 11 Núm. 4; e4311427164Research, Society and Development; v. 11 n. 4; e43114271642525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIspahttps://rsdjournal.org/index.php/rsd/article/view/27164/23657Copyright (c) 2022 Elizabeth Navarrete Astudillo; Vilmar Alves Pereira https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNavarrete Astudillo, ElizabethPereira , Vilmar Alves2022-03-27T17:17:09Zoai:ojs.pkp.sfu.ca:article/27164Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:58.980776Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic Estrategias didácticas y desafíos de enseñanza-aprendizaje para los docentes fonoaudiólogos de Chile en la educación a distancia por contexto de pandemia COVID-19 Estratégias didáticas e desafios de ensino-aprendizagem para professores de áudio da fala no Chile educação a distância no contexto da pandemia do COVID-19 |
title |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
spellingShingle |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic Navarrete Astudillo, Elizabeth Enseñanza-aprendizaje Estrategias didácticas Educación a distancia Fonoaudiología COVID-19. Ensino-aprendizagem Estratégias de ensino Terapia de fala Educação a Distância COVID-19. Teaching-learning Teaching strategies Speech therapy Distance education COVID-19. |
title_short |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
title_full |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
title_fullStr |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
title_full_unstemmed |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
title_sort |
Didactic strategies and teaching-learning challenges for speech and languague therapist in Chile in distance education in the context of the COVID-19 pandemic |
author |
Navarrete Astudillo, Elizabeth |
author_facet |
Navarrete Astudillo, Elizabeth Pereira , Vilmar Alves |
author_role |
author |
author2 |
Pereira , Vilmar Alves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Navarrete Astudillo, Elizabeth Pereira , Vilmar Alves |
dc.subject.por.fl_str_mv |
Enseñanza-aprendizaje Estrategias didácticas Educación a distancia Fonoaudiología COVID-19. Ensino-aprendizagem Estratégias de ensino Terapia de fala Educação a Distância COVID-19. Teaching-learning Teaching strategies Speech therapy Distance education COVID-19. |
topic |
Enseñanza-aprendizaje Estrategias didácticas Educación a distancia Fonoaudiología COVID-19. Ensino-aprendizagem Estratégias de ensino Terapia de fala Educação a Distância COVID-19. Teaching-learning Teaching strategies Speech therapy Distance education COVID-19. |
description |
The United Nations Organization for Education, Science and Culture (UNESCO, 2011) stated that Information and Communication Technologies (ICT`s), can improve the teaching-learning process. For this it is necessary to have a reform of conventional teaching systems and the increase in the quality of learning, through training focused on developing the skills required by the Information Society (UNESCO, 2011). However, due to the pandemic, this reform was carried out in an untimely manner, which led the educational system to face a transcendental moment, since a large part of the universities were closed, and face-to-face education changed to non-face-to-face education. According to a UNESCO report in 2020, some 185 countries suspended classes completely, which implies more than 1,500 million students affected, is where the questions arise: are teachers prepared for this change? non-face-to-face education? This research, through a systematic review, aims to provide an answer to these questions, specifically in the area of social and health sciences, in speech language professionals who teach in the non-face-to-face online educational modality in the context of the COVID-19 pandemic. Based on this review, it is possible to point out that non-face-to-face online education offers a large number of opportunities, but, as well as offering opportunities, it also presents significant challenges to maintain educational quality and relevance. To take advantage of the advantages offered by the new modalities, continuous improvement in the practice of distance education is necessary, seeking the best strategies for teaching and the development of students who are inclined to receive their academic training under this modality. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/27164 10.33448/rsd-v11i4.27164 |
url |
https://rsdjournal.org/index.php/rsd/article/view/27164 |
identifier_str_mv |
10.33448/rsd-v11i4.27164 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/27164/23657 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Elizabeth Navarrete Astudillo; Vilmar Alves Pereira https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Elizabeth Navarrete Astudillo; Vilmar Alves Pereira https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 4; e4311427164 Research, Society and Development; Vol. 11 Núm. 4; e4311427164 Research, Society and Development; v. 11 n. 4; e4311427164 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
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rsd.articles@gmail.com |
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1797052706933702656 |