An Interpretative Phenomenological Analysis of Challenges Faced by the University Teachers in Pakistan Amid Covid-19

Fareyha Said; Iffat Ali; Tariq Javed

doi:10.46661/ijeri.5256

Autores/as

Fareyha Said University of Malaya https://orcid.org/0000-0001-7338-5587
Iffat Ali Faculty of Social Sciences University of Malaya
Tariq Javed Faculty of Management and Economics Universiti Pendidikan Sultan Idris

DOI:

https://doi.org/10.46661/ijeri.5256

Palabras clave:

Aprendizaje en línea, Covid-19, Desafíos, IPA

Resumen

Este estudio tenía como objetivo analizar los desafíos a los que se enfrentan los profesores universitarios durante la transición hacia clases puramente en línea debido al brote de Covid-19 en Pakistán. Se utilizó un diseño de investigación cualitativa empleando un enfoque de análisis fenomenológico interpretativo para capturar la experiencia de los profesores universitarios. Se realizaron entrevistas con los participantes seleccionados a través de la técnica de muestreo de bolas de nieve. Y los resultados mostraron que los profesores universitarios en Pakistán tenían que hacer frente a muchos desafíos. Los factores específicos como los problemas de infraestructura, las dificultades de comportamiento de los estudiantes y las dificultades en la evaluación del rendimiento de los estudiantes indican que las aulas físicas son un modo de aprendizaje más eficaz que el modo de aprendizaje en línea. Finalmente, este es uno de los primeros estudios para abordar los desafíos de aprendizaje en línea que enfrentan los profesores universitarios en Pakistán durante el brote de Covid-19.

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