Impact of COVID-19 on Higher Education in Pakistan : An Exploratory Study

Tehreem Qamar Qamar; Narmeen Zakaria Bawany

doi:10.46661/ijeri.5645

Autores/as

Tehreem Qamar Qamar Jinnah University for Women
Narmeen Zakaria Bawany Jinnah University for Women

DOI:

https://doi.org/10.46661/ijeri.5645

Palabras clave:

Pandemia, aprendizaje en línea, interacción, regresión

Resumen

El brote del COVID-19 obligó a las Instituciones de Educación Superior (IES) de todo el mundo a continuar sus programas de grado en línea al instante. Siguiendo la tendencia, la Comisión de Educación Superior de Pakistán alentó a las IES a comenzar las clases en línea. Aunque el aprendizaje en línea parecía ser la mejor solución posible durante el cierre indefinido de los institutos, el cambio repentino en el paradigma de enseñanza y aprendizaje no fue bien aceptado y surgieron desafíos sin precedentes. Este estudio tiene como objetivo identificar las barreras específicas para estudiantes y profesores en este cambio abrupto. Además, examina el nivel de satisfacción de los estudiantes de pregrado con las prácticas de educación en línea durante la epidemia del COVID-19. El estudio empleó un diseño de encuesta y lo llevó a cabo a través de dos cuestionarios distintos para estudiantes y profesores. Un total de 1280 estudiantes participaron en el cuestionario de los estudiantes, mientras que 112 maestros contribuyeron a completar la encuesta de docentes. La calidad del contenido (CQ), la disponibilidad del contenido (CA), la interacción del maestro (TI) y el modo de impartición de la conferencia (MLD) se consideraron como variables predictoras de la satisfacción del estudiante. Se realizaron análisis de regresión y correlación para conocer la contribución de las variables mencionadas. Los resultados de la encuesta concluyeron que la falta de interacción entre estudiantes y profesores es el principal obstáculo en el aprendizaje en línea. Los resultados de la regresión revelaron que el modelo general con los cuatro predictores fue significativamente predictivo de la satisfacción de los estudiantes. Los resultados revelaron además que MLD es el más fuerte y significativo de todos. Creemos que los hallazgos de este estudio pueden proporcionar información beneficiosa para mejorar el cambio de paradigma con mayor eficiencia en esta pandemia.

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Citas

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