Experiences of undergraduates’ emergency remote education in Mexico

Emergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising...

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Autores principales:	José Balderas-Solís, Ramón Ventura Roque-Hernández, Rolando Salazar-Hernández, Adán López-Mendoza
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	higher education students pandemic covid-19 Education (General) L7-991
Acceso en línea:	https://doaj.org/article/4654b144ca404b30bbbed7c21af60df9
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spelling	oai:doaj.org-article:4654b144ca404b30bbbed7c21af60df92021-11-17T14:22:00ZExperiences of undergraduates’ emergency remote education in Mexico2331-186X10.1080/2331186X.2021.2000846https://doaj.org/article/4654b144ca404b30bbbed7c21af60df92021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/2331186X.2021.2000846https://doaj.org/toc/2331-186XEmergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising student emergency e-learning experiences during COVID-19 lockdown and comparing them among the five undergraduate educational programmes offered by a public Mexican university. The participants were 969 undergraduate students, who were surveyed onlinfe. For data analysis, we calculated descriptive statistics and performed Kruskal–Wallis tests in SPSS25. Results showed that 1) mobile phones were the most used devices to connect to online classes; 2) Information Technology (IT) courses utilise specialised alternative platforms; 3) Connectivity and device problems, along with family reasons and sickness were the most common reasons for absence; 4) Eyestrain due to continuous usage of electronic devices was a common discomfort among participants; 5) Work overload, problems to understand educational materials and lack of motivation were other common problems; 6) Students had an overall good perception of the synchronous e-learning model implementation and 7) E-learning could be improved mostly through actions on the part of the instructor. For instance, focus on the most important topics and materials and provide students with more personalised attention.José Balderas-SolísRamón Ventura Roque-HernándezRolando Salazar-HernándezAdán López-MendozaTaylor & Francis Grouparticlehigher educationstudentspandemiccovid-19Education (General)L7-991ENCogent Education, Vol 8, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	higher education students pandemic covid-19 Education (General) L7-991
spellingShingle	higher education students pandemic covid-19 Education (General) L7-991 José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza Experiences of undergraduates’ emergency remote education in Mexico
description	Emergency Remote Education started with the COVID-19 pandemic bringing significant changes to learners and teachers. Education was experienced by everyone in unprecedented ways that require research and understanding. This paper presents a quantitative and transactional study aimed at characterising student emergency e-learning experiences during COVID-19 lockdown and comparing them among the five undergraduate educational programmes offered by a public Mexican university. The participants were 969 undergraduate students, who were surveyed onlinfe. For data analysis, we calculated descriptive statistics and performed Kruskal–Wallis tests in SPSS25. Results showed that 1) mobile phones were the most used devices to connect to online classes; 2) Information Technology (IT) courses utilise specialised alternative platforms; 3) Connectivity and device problems, along with family reasons and sickness were the most common reasons for absence; 4) Eyestrain due to continuous usage of electronic devices was a common discomfort among participants; 5) Work overload, problems to understand educational materials and lack of motivation were other common problems; 6) Students had an overall good perception of the synchronous e-learning model implementation and 7) E-learning could be improved mostly through actions on the part of the instructor. For instance, focus on the most important topics and materials and provide students with more personalised attention.
format	article
author	José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza
author_facet	José Balderas-Solís Ramón Ventura Roque-Hernández Rolando Salazar-Hernández Adán López-Mendoza
author_sort	José Balderas-Solís
title	Experiences of undergraduates’ emergency remote education in Mexico
title_short	Experiences of undergraduates’ emergency remote education in Mexico
title_full	Experiences of undergraduates’ emergency remote education in Mexico
title_fullStr	Experiences of undergraduates’ emergency remote education in Mexico
title_full_unstemmed	Experiences of undergraduates’ emergency remote education in Mexico
title_sort	experiences of undergraduates’ emergency remote education in mexico
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/4654b144ca404b30bbbed7c21af60df9
work_keys_str_mv	AT josebalderassolis experiencesofundergraduatesemergencyremoteeducationinmexico AT ramonventuraroquehernandez experiencesofundergraduatesemergencyremoteeducationinmexico AT rolandosalazarhernandez experiencesofundergraduatesemergencyremoteeducationinmexico AT adanlopezmendoza experiencesofundergraduatesemergencyremoteeducationinmexico
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Experiences of undergraduates’ emergency remote education in Mexico

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