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Vol. 13 No. 34 (2022)
Research and pedagogy

Investigación y pedagogía

Impact of the pandemic on learning: reflections from educational psychology

https://doi.org/10.19053/22160159.v13.n34.2022.14532

Published 2022-08-17

  • Virgelina Castellanos-Páez
    • ,
  • Rocío Abello-Correa
    • ,
  • Mario Fernando Gutiérrez-Romero
    • ,
  • Solanlly Ochoa-Angrino
    • ,
  • Tatiana Rojas-Ospina
    • ,
  • Hernando Taborda-Osorio

Virgelina Castellanos-Páez
Universidad Pedagógica y Tecnológica de Colombia

Rocío Abello-Correa
Pontificia Universidad Javeriana

Mario Fernando Gutiérrez-Romero
Pontificia Universidad Javeriana

Solanlly Ochoa-Angrino
Pontificia Universidad Javeriana

Tatiana Rojas-Ospina
Pontificia Universidad Javeriana

Hernando Taborda-Osorio
Pontificia Universidad Javeriana

Abstract

Due to the COVID-19 pandemic, governments regulated mandatory preventive isolation as a measure to minimize the spread of the SARS-CoV-2 virus. This article aims to reflect on the consequences of this type of measures on the development and learning of students at different educational levels, in order to propose possible educational adaptations required for the return of the educational community to schools. The reflection was fed by two sources: literature review on the subject and advances in psychoeducational research by some of the authors of this text. The consequences identified are essentially negative for cognitive development, executive functions, mathematics performance, and mental health. As aggravating factors, the low social and cultural capital of families, limitations in the access and use of digital tools, deficient teacher training in the use of technologies for pedagogical purposes, and difficulties of self-regulation in students were identified.

Keywords

development, learning, education, school performance, pandemic, online learning

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