Virtual education during the pandemic from the perspective of Peruvian teachers in rural schools
Authors
- Daniel Rubén Tacca Huamán Universidad Tecnológica del Perú
-
Luis Junior Tirado Castro
Universidad Tecnológica del Perú
https://orcid.org/0000-0002-2408-6326
-
Renzo Cuarez Cordero
Universidad Privada del Norte
http://orcid.org/0000-0003-4173-2876
DOI:
https://doi.org/10.21678/apuntes.92.1744Keywords:
Virtual education, teachers, rural school, digital divide, learningAbstract
Due to the COVID-19 pandemic, the entire educational system migrated to the virtual modality, bringing with it social, technological, psychological challenges, etc. In this context, rural schools, which had various shortcomings since before the pandemic, became a scenario where the teaching work and, consequently, student learning was harmed in various aspects. Therefore, this research sought to collect the experiences of secondary school teachers on virtual education that was implemented in rural areas of Peru due to the COVID-19 pandemic. The methodology was qualitative, phenomenological and interviews were conducted with 23 teachers. The initial impact of the school closures drastically changed the educational dynamic, leading to great uncertainty; in response, teachers went out in search of their students despite the geographical and technological difficulties. Likewise, the digital gap worsened, teachers did not receive help from some authorities, family support was diverse and educational programs were reduced, affecting learning opportunities. Everything would indicate that the pre-existing educational, social and technological gaps in rural areas have worsened and it is expected that the new public policies will address this problem as soon as possible.
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References
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Avanesian, G., Mizunoya, S., & Amaro, D. (2021). How many students could continue learning during COVID-19-caused school closures? Introducing a new reachability indicator for measuring equity of remote learning. International Journal of Educational Development, 84. https://doi.org/10.1016/j.ijedudev.2021.102421
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Bayrakdar, S., & Guveli, A. (2020). Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK. Econstor, 2020-9. https://www.econstor.eu/handle/10419/227790
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Bray, A., Banks, J., Devitt, A., & Chorcora, E. (2021). Connection before content: Using multiple perspectives to examine student engagement during COVID-19 school closures in Ireland. Irish Educational Studies, 40(2), 431-441. https://doi.org/10.1080/03323315.2021.1917444
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Butnaru, G., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during COVID-19 pandemic—A comparative analysis between the perceptions of academic students and high school students from Romania. Sustainability, 13(9). https://doi.org/10.3390/su13095311
Capelle, F., Chopra, V., Ackers, J., & Gochyyev, P. (2021). An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19. International Journal of Educational Development, 85. https://doi.org/10.1016/j.ijedudev.2021.102439
Code, J., Ralph, R., & Forde, K. (2020). Pandemic designs for the future: Perspectives of technology education teachers during COVID-19. Information and Learning Sciences, 121(6), 419-431. https://doi.org/10.1108/ILS-04-2020-0112
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Gudmundsdottir, G., & Hathaway, D. (2020). «We always make it work»: Teachers’ agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250. https://www.learntechlib.org/primary/p/216242/
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Hebebci, M., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science, 4(4), 267-282. https://doi.org/10.46328/ijtes.v4i4.113
Hermann, M., Gutsfeld, R., Wirzberger, M., & Moeller, K. (2021). Evaluating students’ engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach. Trends in Neuroscience and Education, 25. https://doi.org/10.1016/j.tine.2021.100168
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Hou, T., Mao, X., Dong, W., Cai, W., & Deng, G. (2020). Prevalence of and factors associated with mental health problems and suicidality among senior high school students in rural China during the COVID-19 outbreak. Asian Journal of Psychiatry, 54. https://doi.org/10.1016/j.ajp.2020.102305
Kim, S., Lee, S., Han, H., Jung, J., Yang, S., & Shin, Y. (2021). Parental mental health and children’s behaviors and media usage during COVID-19-related school closures. Journal of Korean Medical Science, 36(25). https://doi.org/10.3346/jkms.2021.36.e184
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565. https://doi.org/10.3102/0013189X20965918
Lai, J., & Widmar, N. (2020). Revisiting the digital divide in the COVID-19 era. Applied Economic Perspectives and Policy, 43(1), 458-464. https://doi.org/10.1002/aepp.13104
Lazowski, R., & Hulleman, C. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602-640. https://doi.org/10.3102/0034654315617832
Mælan, E., Gustavsen, A., Stranger-Johannessen, E., & Nordahl, T. (2021). Norwegian students’ experiences of homeschooling during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1). https://doi.org/10.1080/08856257.2021.1872843
Mohan, G., Carroll, E., McCoy, S., Domhnaill, C., & Mihut, G. (2021). Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland. Irish Educational Studies, 40(2). https://doi.org/10.1080/03323315.2021.1915841
Mueller, J., McConnell, K., Burow, P., Pofahl, K., Merdjanoff, A., & Farrell, J. (2021). Impacts of the COVID-19 pandemic on rural America. PNAS, 118(1). https://doi.org/10.1073/pnas.2019378118
Muthuprasad, T., Aiswarya, S., Aditya, K., & Jha, G. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1). https://doi.org/10.1016/j.ssaho.2020.100101
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. Journal of Online Learning and Teaching, 11(2), 309-319. http://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Novios, A., & Childs, J. (2021). «We need to do better by kids»: Changing routines in U.S. schools in response to COVID-19 school closures. Journal of Education for Students Placed at Risk, 26(2), 135-156. https://doi.org/10.1080/10824669.2021.1906251
Palmer, J., De Klerk, E., & Modise, M. (2021). Re-prioritizing teachers’ social emotional learning in rural schools beyond COVID-19. Journal of Ethnic and Cultural Studies, 8(2), 68-88. http://dx.doi.org/10.29333/ejecs/563
Parolin, Z., & Lee, E. (2021). Large socio-economic, geographic and demographic disparities exist in exposure to school closures. Nature Human Behaviour, 5, 522-528. https://doi.org/10.1038/s41562-021-01087-8
Pozas, M., Letzel, V., & Schneider, C. (2021). «Homeschooling in times of corona»: Exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36(1). https://doi.org/10.1080/08856257.2021.1874152
Primdahl, N., Borsch, A., Verelst, A., Jervelund, S., Derluyn, I., & Skovdal, M. (2021). «It’s difficult to help when I am not sitting next to them»: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85. https://doi.org/10.1080/17450128.2020.1829228
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2022-09-20
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Tacca Huamán, D. R., Tirado Castro, L. J., & Cuarez Cordero, R. (2022). Virtual education during the pandemic from the perspective of Peruvian teachers in rural schools. Apuntes. Social Sciences Journal, 49(92). https://doi.org/10.21678/apuntes.92.1744
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