Learning how to learn in the virtual world: student experiences during the covid-19 pandemic

Abstract

Based on a mixed, exploratory, and descriptive study, this article aims, on the one hand, to identify the didactic strategies and technological resources used in the context of the COVID-19 pandemic and of emergency remote teaching (ERT); and, on the other hand, to reveal the strategies and didactics that favored the act of learning during the remote courses. As an instrument of inquiry, a semi-structured survey was conducted with open and closed questions, in which a group of university students reported their experiences. The findings show positive and negative assessments of the learning experience in the ERT. In addition, there is evidence of coincidence and dissonance between what teachers used in their teaching and what students identified as favorable for their learning. From the students’ perspective, considering the favorable aspects for learning is fundamental for the design and implementation of teaching and learning strategies, not only in virtual environments. In this way, the data provided allow us to review future teaching proposals, in a changing context where virtual education is intertwined with face-to-face experiences