Remote English Teaching during Covid-19 Pandemic: Challenges and Lessons in Higher Education Teaching in Colombia
DOI:
https://doi.org/10.33448/rsd-v11i2.26000Keywords:
Education; Distance education; Pandemic; Covid-19; Learning; Teaching; Pygmalion effect; Remote Teaching; Remote learning; English language; Remote education.Abstract
The objective of this article is to do bibliographic research lined up with the worldwide COVID-19 pandemic in which the main focus will be inclusion, Pygmalion effect as well as teaching and learning remotely. The basis is to gather different perspectives to build knowledge through exhaustive reading of books, doctoral dissertations, masters programs dissertations, current news, reliable sources of information, scientific papers, and own experience amongst others. The analysis of this bibliographic research will be useful for future research on topics related. Emotional and affective relations are important and have impact when facing English learning difficulties and when working to have inclusion. In the context of Covid-19, the learning and teaching conditions got complex when migrating to virtual classes. Remote teaching is not a solution to face learning and teaching difficulties. In this way, affection is the best tool for inclusive learning in virtual environments. It is said that one of the biggest barriers is teacher’s formation whose career is based on traditional pedagogy not easily adaptable to digital environments. This situation creates a deep feeling of frustration in teachers, which can be reflected in the low academic performance of English students. Several reflections will be made to encourage the actors involved in the teaching-learning process and in the educational system to ask themselves: Which are the challenges of remote teaching and learning during the Covid-19 pandemic being inclusive through the Pygmalion effect?
References
Appenzeller, S., Menezes, F. H., Santos, G. G. D., Padilha, R. F., Graça, H. S., & Bragança, J. F. (2020). Novos tempos, novos desafios: estratégias para equidade de acesso ao ensino remoto emergencial. Revista Brasileira de Educação Médica, 44.
Boser, U., Wilhelm, M., & Hanna, R. (2014). The Power of the Pygmalion Effect: Teachers' Expectations Strongly Predict College Completion. Center for American Progress.
Cárdenas Vergaño, N. (2018). Perspectivas para un estudio sobre bilingüismo en universidades regionales colombianas. Revista historia de la educación latinoamericana, 20(31), 125-142.
Castillo Echevarría, R. (2014). El efecto Pigmalión. ¿Hasta qué punto determina nuestro futuro la visión que los demás tienen de nosotros?
Chávez-Zambano, M. X., Saltos-Vivas, M. A., & Saltos-Dueñas, C. M. (2017). La importancia del aprendizaje y conocimiento del idioma inglés en la enseñanza superior. Dominio de las Ciencias, 3(3 mon), 759-771.
Cocoma, L. A., & Orjuela, M. A. (2017). Las TICS como recurso pedagógico para la enseñanza del inglés.
Cury, C. R. J. (2012). Direito à educação: direito à igualdade, direito à diferença. https://www.scielo.br/j/cp/a/x6g8nsWJ4MSk6K58885J3jd/?lang=pt
de Oliveira, H. F. M., da Silva, R. F., & Pereira, V. A. (2021). Modos de aprender em tempos de pandemia: Deficiências e importância da inclusão digital para alunos da rede pública. Research, Society and Development, 10(7), e53410716610-e53410716610.
Gusso, H. L., Archer, A. B., Luiz, F. B., Sahão, F. T., Luca, G. G. D., Henklain, M. H. O., & GonçPereira, V. M. (2020). Ensino superior em tempos de pandemia: diretrizes à gestão universitária. Educação & Sociedade, 41.
Ibáñez, F. (2020). Educación en línea, Virtual, a Distancia y Remota de Emergencia, ¿cuáles son sus características y diferencias? https://observatorio.tec.mx/edu-news/diferencias-educacion-online-virtual-a-distancia-remota
INFOBAE (2021). Duque asegura que los 70 mil millones del contrato del mintic estan protegidos. Website Infoabe. https://www.infobae.com/america/colombia/2021/08/30/duque-asegura-que-los-70-mil-millones-del-contrato-del-mintic-estan-protegidos/
Ludke, M. & Andre, M. E. D. A. (2013). Pesquisas em educação: uma abordagem qualitativa. Ed. EPU.
Miraz, M. D. C. G. (2014). Pigmalión en la escuela inclusiva. Cuadernos de pedagogía, (448), 76-80.
Pereira, V. A. (2020). Como está sendo o agora: aprendizagens na travessia da pandemia da Covid-19. Editora Amplla.
Pereira, V. A. (2020) ¿Qué será mañana?: Educación ambiental en américa latina y caribe, justicia ambiental y Covid-19. Garcia.
Pereira, V. A., & Rosa, G. R. da. A atualidade da categoria Diálogo em Freire em tempos de “Escola sem partido”. REMEA - Revista Eletrônica Do Mestrado Em Educação Ambiental, 91–111. https://doi.org/10.14295/remea.v0i0.6895. (2017).
Putra, P., Liriwati, F. Y., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The students learning from home experiences during Covid-19 school closures policy in Indonesia. Jurnal Iqra': Kajian Ilmu Pendidikan, 5 (2), 30-42.
Restrepo, M. B. (2017). Análisis crítico desde la perspectiva curricular para la enseñanza del inglés en las universidades colombianas. Revista Lumen Gentium, 1(2), 47-60
Santos, J. V. (2020). A privatização da educação através das plataformas de ensino remoto: entrevista especial com Marcos Dantas. Instituto Humanitas Unisinos, 5.
Universidad del Quindío. (2006) Marco conceptual: definición, características, principios y valores. Lineamientos conceptuales. Lectura No 1 del diplomado en las Nuevas Tecnologías de la información y la investigación & desarrollo vol 22, n° 1 (2014) págs. 58-99 issn 2011-7574 (on line) 98 Gustavo Rodríguez Albor, Viviana Gómez Lorduy, Marco Ariza Dau comunicación NTIC Aplicadas a la Educación Superior, Facultad de Educación. http://www.uniquindio.edu.co/uniquindio/ntic/lineamientos/documentos.htm
V Ramírez, A. (2009, September). La teoría del conocimiento en investigación científica: una visión actual. In Anales de la Facultad de Medicina. 70(3), 217-224. UNMSM. Facultad de Medicina.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Andrea María Rizo Peñafort; Vilmar Alves Pereira
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
