ABSTRACT
Objective: Describe the implementation of a plan for the adaptation of courses to the virtual modality in the nursing career of a private university in northeastern Peru in 2020.
Theoretical Framework: The process of adaptation to virtuality is supported by connectivist and constructivist and instructivist theories of education.
Method: This descriptive case study involved 83 students and 11 teachers. The plan consisted of 5 phases: selection of subjects, choice of teaching tools and resources, adaptation of subjects, implementation of the pedagogical strategy, and control and monitoring of courses.
Results and Discussion: Of 30 adapted subjects, 66.7% had theoretical and practical hours and 33.3% only theoretical hours. Supervisions of the virtual classrooms showed deficiencies in sending announcements (73%) and aggregating learning sessions (45%). To address the challenges, communication strategies, technological and academic support, and flexibility of evaluation methods were used. Teachers' technological knowledge was rated as the lowest, with a mean of 2.64 ± 0.44. 94% of students attended classes and 80.7% passed the courses.
Research Implications: The implementation of the plan allowed students to continue their learning during the pandemic, highlighting the need to improve strategies to achieve effective virtual education.
Originality/Value: This study will not only allow us to know how Peruvian universities responded to the educational crisis during the pandemic, but could also ensure the sustainability of education in these new paradigms.
Keywords: Adaptation, COVID-19, Nursing Education, Virtual System, Universities.
RESUMO
Objetivo: Descrever a implementação de um plano de adaptação de cursos à modalidade virtual na carreira de enfermagem de uma universidade privada do nordeste do Peru em 2020.
Referencial Teórico: O processo de adaptação à virtualidade é apoiado pelas teorias conectivistas e construtivistas e instrutivistas da educação.
Método: Este estudo de caso descritivo envolveu 83 alunos e 11 professores. O plano consistiu em 5 fases: seleção das disciplinas, escolha das ferramentas e recursos didáticos, adaptação das disciplinas, implementação da estratégia pedagógica e controle e acompanhamento dos cursos.
Resultados e Discussão: Das 30 disciplinas adaptadas, 66,7% tinham carga horária teórica e prática e 33,3% apenas carga horária teórica. As supervisões das salas de aula virtuais mostraram deficiências no envio de comunicados (73%) e na agregação de sessões de aprendizagem (45%). Para enfrentar os desafios, foram utilizadas estratégias de comunicação, apoio tecnológico e acadêmico e flexibilidade de métodos de avaliação. O conhecimento tecnológico dos professores foi classificado como o mais baixo, com média de 2,64 ± 0,44. 94% dos alunos frequentaram as aulas e 80,7% foram aprovados nos cursos.
Implicações da Pesquisa: A implementação do plano permitiu que os alunos continuassem a sua aprendizagem durante a pandemia, destacando a necessidade de melhorar estratégias para alcançar uma educação virtual eficaz.
Originalidade/Valor: Este estudo não só nos permitirá saber como as universidades peruanas responderam à crise educacional durante a pandemia, mas também poderá garantir a sustentabilidade da educação nestes novos paradigmas.
Palavras-chave: Adaptação, COVID-19, Ensino de Enfermagem, Sistema Virtual, Universidades.
RESUMEN
Objetivo: Describir la implementáción de un plan para la adaptación de los cursos a la modalidad virtual en la carrera de enfermería de una universidad privada del nororiente peruano en el 2020.
Marco Teórico: El proceso de adecuación a la virtualidad se apoya en teorías del conectivismo y constructivistas e instructivistas de la educación.
Método: Este estudio de caso descriptivo involucró a 83 estudiantes y 11 docentes. El plan constó de 5 fases: selección de asignaturas, elección de herramientas y recursos didácticos, adaptación de asignaturas, implementáción de la estrategia pedagógica, y control y seguimiento de cursos.
Resultados y Discusión: De 30 asignaturas adaptadas, el 66,7% tuvo horas teóricas y prácticas y 33,3% solo horas teóricas. Las supervisiones de las aulas virtuales mostraron deficiencias en el envío de anuncios (73%) y agregación de las sesiones de aprendizaje (45%). Para abordar los desafíos, se usaron estrategias comunicativas, apoyo tecnológico y académico y flexibilización de los métodos de evaluación. El conocimiento tecnológico de los docentes fue calificado como el más bajo, con una media de 2,64 ± 0,44. El 94% de alumnos asistieron a clases y 80,7% aprobaron los cursos.
Implicaciones de la investigación: La implementáción del plan permitió a los estudiantes continuar su aprendizaje durante la pandemia, destacando la necesidad de mejorar estrategias para lograr una educación virtual efectiva.
Originalidad/Valor: Este estudio no solo permitirá conocer cómo las universidades peruanas respondieron a la crisis educativa durante la pandemia, sino que también podría asegurar la sostcnibilidad de la educación en estos nuevos paradigmas.
Palabras clave: Adaptación, COVID-19, Educación en Enfermería, Sistema Virtual, Universidades.
1 INTRODUCTION
The COVID-19 pandemic led to a change in the teaching-learning modality at different educational levels, forcing them to adapt to virtualized education (Lovon & Cisneros, 2020; Langegård et al., 2021), without considering the context of the educational communities (Aguilar, 2020) bringing with them many obstacles and challenges (Xia et al., 2022); The impact being greater in developing countries than in developed ones due to economic, geographic and accessibility disparities to Internet technology (Agu et al., 2021; Ali et al., 2021). In this situation, it is necessary to manage adaptability to virtual learning environments through adequate planning and forecasting. This will not only make it possible to confront and manage similar crises in the future (Goudarzi et al., 2023), but will also ensure the sustainability of education in these new paradigms.
Although the responses of universities worldwide have ranged from the suspension of academic activities to a rapid remodeling of the curriculum to offer completely virtual courses (Crawford et al., 2020; Zawacki-Richter, 2021), depending on the technical capacity of each institution, its organizational skills and the digital competence of its educational community (Martin-Cuadrado et al., 2021). Although it does not seem advisable to transition the entire curriculum to a virtual platform, it does work with supporting content (Xiberta et al., 2022).
However, the rapid shift to fully online teaching led to emergency remote teaching instead of a structured and dedicated curriculum (Stoehr et al., 2021; Wu, 2021). This particularly affected healthcare careers that eliminated much of experiential learning during the pandemic (Kanneganti et al., 2020; Singh et al., 2020), suspending clinical experiences to ensure the safety of students during the first waves affecting their preparation (Agu et al., 2021 ; Pei-Ti & Ya-Fang, 2022; Dewart et al., 2020; Chick et al., 2020).
Therefore, evidence is still required on how university institutions responded to the educational crisis during the pandemic (Toquero, 2020), due to little information about the adaptation plans that have been implemented and their academic repercussions on students. Latin American countries (Rodriguez-Alarcon et al., 2022).
Virtual teaching refers to the teaching mode in which teachers teach online through the Internet and students learn in virtual classrooms (Zhang & Li, 2022). Although it is true, there are many advantages in the process of virtualizing courses., since it allowed academic activities to continue, reduced the possibility of students and teachers getting sick from COVID-19 and enhanced digital learning in teachers and students (Herrera & Toro, 2020), articulating synchrony and asynchrony (Díaz , 2020) and the flexibility of their schedules (Covarrubias, 2021). It is clear that there are limitations to carrying out this process, some referring to the lack of technological infrastructure and educational platforms (Baticulon et al., 2021) or fixed and mobile devices for classes (Agu et al., 2021; Pei-Ti & Ya -Fang, 2022; Gagliardi, 2020), the impossibility of virtualizing all curricular content or the lack of dedication of teachers in the virtual classroom (Gómez & Escobar, 2021).
Despite this, the situation forced students to have to access remote education from home or another space with internet connectivity and learn and adapt to different learning platforms (Agu et al., 2021), since almost all students returned to their hometowns due to the lockdown (Wu, 2021 ; Nimavat et at, 2021) and teachers had to change their teaching methods, regardless of whether they were familiar with virtual education or not (Wu, 2021 ). However, the question still remains as to whether or not this new mode of study could be effective during the health crisis (Szopiński & Bachnik, 2022).
However, before the pandemic there were universities that already used a learning management system (Taha et al., 2020) as a platform where teachers shared content, learning resources and tasks for their students (Sahu et al. , 2022) and others that did not have it (Taha et al., 2020); That is why some universities were able to quickly switch from face-to-face to virtual modality, while others needed to develop solutions that guaranteed the continuity of non-face-to-face educational services mediated by technology (Pérez-Sánchez et al., 2022).
Although the process of adaptation to virtuality is supported by accepted theories such as connectivism promoted by Stephen Downes and George Siemens (Siemens, 2004; Mukasa et al., 2021) and constructivist and instructivist theories of education (Mukasa et al. ., 2021), it is important to know what must be done to adapt to virtual learning environments or how the educational process is managed (Briceno et al., 2020).
Curriculum adaptation involves changes in the content of the curriculum or its implementation with new visions of learning by adding, adapting or transforming existing materials (Szopiński & Bachnik, 2022). This implies aligning the skills that students must learn in the subjects taught in face-to-face to virtual environments (Toquero, 2020). To do this, you can establish work teams, carry out needs assessments, develop implementation plans, develop teacher capacities, find educational tools to use, manage student participation and motivation, evaluate students, and monitor and evaluation of curricular implementation and continuous improvement (Taha et al., 2020).
In any case, it is not about selecting content to be taught online, but rather about planning how to develop it and what type of resources will be used (Rodriguez & Piña, 2022), adopting communication strategies (Ratri et al., 2020; Isnawijayani et al. , 2022), technological and academic support (Mogollón et al., 2023) and feedback in learning activities (Henderson et al., 2021) to achieve the proposed objectives. Without leaving aside the evaluation of the teacher's performance through four important aspects such as disciplinary content knowledge, pedagogical knowledge, technological knowledge and compliance with regulations (Cabero et ak, 2018).
In Peru, which had the highest per capita mortality rate in the world in the pandemic (BBC News Mundo, 2021), in March 2020 the National Superintendency of Higher University Education (SUNEDU) developed the criteria for the supervision of adaptation of non-face-to-face education at universities (SUNEDU, 2020). Subsequently, the Ministry of Education (MINEDU) approved the guidelines for the continuity of the university higher educational service within the framework of the national health emergency (MINEDU, 2020). However, it is known that the majority of Peruvian universities were not prepared to adapt to virtual education (Lovon & Cisneros, 2020), mainly identifying insufficient training of teachers to handle digital tools (Gómez & Escobar, 2021 ), as well as the reduced information technology and connectivity infrastructure in urban and rural areas (Arias et al., 2020). On the other hand, the university dropout rate increased to 18.6% in that year (El Comercio, 2020).
In the case of a private university in northeastern Peru, which offers degrees in engineering, health and accounting sciences with a competency focus, during the health emergency, it developed a plan to adapt courses to the virtual modality and reprogramming those with a significant proportion of practical content. For this implementation, the Q10 educational platform was used, which was already used at the university for all study programs. This platform is a virtual environment for learning management by developing synchronous and asynchronous communication between teachers and students. In this way, the university implemented the provisions of SUNEDU regarding the courses that could benefit from the virtual modality, the technological requirements for the execution of these courses, the adaptation of evaluations to non-face-to-face forms and the implementation of monitoring strategies, and support for students.
This document aims to describe the implementation of a plan for the adaptation of courses to the virtual modality in the professional nursing career of a private university in the Peruvian jungle based on the guidelines established by SUNEDU during the first wave of COVID.-19 in 2020.
2 METHODS
A descriptive case study was carried out during the school period from September to December 2020, in the nursing program of a private university in northeastern Peru, in which there were 83 students enrolled and 11 teachers responsible for the development of the subjects.
In response to the need to adapt the courses to the non-face-to-face modality, the university had a proactive initiative by forming a collaborative work team, made up of various university authorities (Rector, vice-rector, dean, school coordinator, as well as such as the heads of the IT, institutional quality and academic services offices) and an external advisor hired by the university. Coordinations were carried out mainly through video conferences via Google Meet and were complemented by emails, messaging (WhatsApp) and phone calls due to confinement in the first pandemic waves of COVID-19.
During the collaborative work, the syllables of the subjects contemplated in the nursing career curriculum, and the records generated in the implementation of the Q10 platform during the pandemic, were evaluated. These included the supervision records of virtual teaching, the teacher evaluation surveys, the minutes of teachers' meetings and the records of attendance and grades obtained by the students in each of the evaluated subjects, taking care not to record data, personal data of people, complying with the treatment of confidentiality of the information. These reports provided key information about the adaptation process, challenges encountered, and strategies implemented.
The implementation had 5 phases that addressed specific aspects of the adaptation process. In the first phase, the subjects that would be adapted to the virtual modality were selected by analyzing the nature of the courses based on the criteria given by SUNEDU (2020). The evaluation criteria were: accessibility (teachers and students have internet connectivity and availability of computers), adaptability (the contents, activities and learning evaluation instruments are adapted to virtual education), quality (knowledge and use of technological tools in the process of teaching non-face-to-face classes by the teacher, student experience with the educational use of information and communications technologies), availability (the university has an educational platform that makes non-face-to-face teaching possible) , monitoring (the educational platform allows academic monitoring of students and supervision of teaching work in the virtual classroom), relevance (the adaptation of non-face-to-face education allows developing the theoretical and practical hours of the subjects or recovering the practical hours of those courses that require a specialized environment) and coherence (alignment between methodological strategies and didactic resources in pedagogical practices).
In a second stage, the tools and resources that would be necessary for virtual learning on the Q10 educational platform were selected, both synchronously and asynchronously.
In the third stage, it was planned to adapt the subjects taking into account the recommendations established by the MINEDU (2020). Using a checklist based on five evaluation criteria, it was verified whether the syllables contain the structural elements that correspond to a competency syllable. Subsequently, the syllables were adapted to the virtual modality, adding transversal competencies related to the use of virtual environments, and restructuring the methodology and evaluation of the course and determining the number of synchronous and asynchronous hours of the subject according to the study plan, being recorded in a computer application that the university's IT team designed to facilitate the adaptation work.
The fourth stage corresponded to the implementation of the pedagogical strategy that included the development and placement of sessions and teaching materials on the Q10 platform, the use of communication and teaching tools for virtual environments and training workshops for teachers and students.
In the fifth stage, the control and monitoring of the courses was carried out by monitoring planned activities and meetings with teachers and, in addition to the implementation of continuous improvement. To monitor each teacher in the management of the virtual classroom, a form was designed to check compliance with indicators of interest such as access to the course syllabus in the virtual classroom, the structured publication of the tools for the development of synchronous activities, and asynchronous (announcements, tasks, forums, questionnaires) and the generation of evaluation evidence (student grades and attendance) on the platform. These data were intended to verify compliance with the objectives of adaptation to virtual education. All instruments focused on the evaluation of indicators were submitted to the working group, to review their congruence and relevance with the aspects to be evaluated in the virtualization of the courses, until a total consensus was achieved. The SWOT matrix (Strengths, Weaknesses, Opportunities and Threats) was applied to formulate and implement improvement strategies in the design of virtual education.
In addition, the teacher's performance, the percentage of student attendance and the percentage of course approval throughout the academic year were evaluated. To measure the teachers' performance, a questionnaire was used - a Likert-type scale with 3 response options: never (1), sometimes (2) and always (3), which contained 20 items distributed in 4 dimensions: knowledge of the subject (shows mastery of the topics in his class sessions, shows congruence between what he says and does, there is coherence between the theoretical and practical part of the subject, clearly resolves doubts related to the contents), pedagogical knowledge (imparts his classes with clarity, organization and coherence, stimulates critical reflection of the topics by students, adapts its methodology to the learning needs of students, relates classes to previously discussed topics, design of media and materials for virtual teaching , innovates methodological strategies), technological knowledge (uses information and communication technologies as support for the development of his class, technological mastery of the virtual campus, adequate management of technological tools during the development of his class, uses the virtual classroom in the development of the subject) and compliance with the internal regulations (attends classes punctually and regularly, receives and informs the syllabus according to the syllabus programming by the teacher, strictly complies with the class sessions established in the syllabus of the subject, evaluates and delivers notes within the established deadlines, imposes authority and shows respect during the development of class sessions, uses the Q10 platform for the different activities of the subject).
The questionnaire was subjected to expert analysis made up of three professors and piloted with 30 students from another degree program at the same university, reporting a Cronbach's alpha value of 0.975. The survey was available in online format once the courses were completed.
The Microsoft Office Excel 2010 program was used for the database, and the IBM SPSS Statistics v program was used for the analysis. 26. Measures of central tendency and dispersion, as well as absolute and relative frequencies, were used to describe the variables.
No ethical review or approval was required for the study, as secondary sources of information were used. No personal data was collected from teachers or students.
3 RESULTS
After the subject selection process according to the criteria established by SUNEDU and taking into account the opinions of the teachers who teach the courses, 30 subjects from the nursing curriculum were intervened that could be done remotely using the platform, educational Q10, and 2 academic internship courses were rescheduled, because their activities were predominantly practical in health facilities. This implementation affected 83 students enrolled in the third to eighth cycle (out of a total of 10 academic cycles) and 11 teachers responsible for the development of the subjects programmed during said period.
Of the 30 adapted subjects, theoretical and practical classes were taught in 66.7%. In the rest of the subjects, only theoretical hours were taught, which implied that the practical classes would later be recovered according to the plan established by the university (Table 1).
In this experience, the virtualization of the academic contents of the specific and specialty subjects 23/30 (76.7%) was more frequent compared to the general subjects 7/30 (23.3%), since the former are found in a greater proportion within of the curriculum.
The resources of the Q10 platform such as lessons, forums, tasks, questionnaires, online evaluations and videoconferencing platforms were used as a pedagogical tool, as well as WhatsApp, email, Google forms, links to other files or websites according to the needs of the students, each course.
The review of the 30 syllables corresponding to the semester evaluated showed that, although the syllables respond to the competency-based approach contemplated by the university's educational model, they differed in format and number of structural elements, which had to be corrected before beginning the adaptation. . Variability was observed in the structure of general information, summary, competencies, schedule and pedagogical strategies. In relation to general information, there was heterogeneity in the number of items (For example, fundamentals of nursing, general biology, psychology applied to health, etc.) and absence of codes for subjects and prerequisites. In the summary section it was identified that some syllables did not indicate the area to which the subject belongs (For example, thesis project II, psychosocial nursing, human anatomy, epidemiology, etc.). Regarding the competencies, there was heterogeneity in the number and type of competencies (For example, nine competencies in general physics, one competency in thesis project II). In the schedule, variability was evident in the titles of the weeks, some mentioned session (For example, psychiatric nursing and mental health) in others capacities (For example, nursing in care of women and newborns) and fluctuations in the number of weeks, date and statement of the topic (For example, community nursing, epidemiology, etc.). Finally, in the pedagogical strategies, a diversity was identified in the type and number of items considered (For example, community nursing, psycho-social nursing, etc.)
After the training that teachers received in the development of syllables for virtual environments, the total syllables of the subjects had a standard digital format that contained the following points: general information, summary, course competencies, digital competency, programming of contents of the learning units, methodological strategies, evaluation system and bibliography. The number of credits and hours in each course remained the same as its face-to-face version. An example of the application of the design of the structure of the units that make up the courses is presented in Table 2.
On the other hand, within the first weeks of the academic semester, teachers and students were trained to facilitate their access to virtual environments. This process used the Google Meet tool. The way of presenting the material and learning sessions on the Q10 platform was explained to the teachers, as well as the way to interact with the student using the technological tools. This made it possible for 70% of teachers to provide the material and sessions in a timely manner on the Q10 platform and 80% of teachers interacted with the student using various technological tools of the virtual classroom.
However, during the adaptation process, the supervision of teaching work in the virtual classroom showed some difficulties in the development of online activities that were tried to be solved during implementation (Table 3).
Por tal motivo, durante la aplicación del plan, se realizaron cuatro reuniones virtuales de trabajo de profesores. Las reuniones se dieron dentro del horario laboral con una duración de 2 horas. La mayoría de docentes asistieron (69.2%) comunicando posteriormente a los inasistentes de las decisiones tomadas. En las reuniones de trabajo los docentes valoraron su potencial y limitaciones pedagógicas, definiendo los puntos fuertes y débiles relacionados al cambio de la educación presencial a la virtual. Estas reuniones generaron una retroalimentación que permitió ajustar el proceso para facilitar la transición. La tabla 4 sistematiza el análisis de las reuniones para la formulación e implantación de las estrategias de mejora según el análisis PODA.
At the end of the courses, students completed a teacher evaluation survey through the university website. It was found that in 93% (28) of the virtual courses there was an evaluation by the professors based on the student's opinion, compared to 17% (2) that were not answered. Therefore, the teaching performance of 10 teachers (Out of a total of 11) was evaluated through 365 questionnaires applied to the students (Table 5).
Table 6 shows the results of the dimensions that make up the questionnaire, observing that the technological knowledge dimension was the lowest rated with an average of 2.64 ± 0.44 compared to the others.
Finally, attendance during classes averaged almost 94% (78) and 80.7% (67) passed the courses in the given period. The frequency of this was similar to what was observed in previous years under the in-person methodology, which would suggest a result similar to the previous process (Table 7).
4 DISCUSSION
For the first time, a total of 30 virtual courses were carried out between September and December 2020 at the nursing school of a private university in northeastern Peru during the SARS-CoV-2 pandemic, which required the formation of a multidisciplinary team for planning, and development. This is consistent with what higher education institutions in many countries have done, which created crisis management teams (O'Sheal et al., 2022). Although previous successful cases have been reported (Stoehr, 2021; Zhu & Liu, 2020; Bao, 2020), our reality has more marked limitations for access to electronic information unlike other realities, so it was feared that this type of interventions could have results that respond to this.
In our experience, 66.7% of the courses were taught theoretical and practical classes and 33.3% were only theoretical. In a study, almost all students had theoretical classes and 51% had practical classes online (Singh et al., 2021). Another study in the Netherlands revealed that practical courses were suspended or carried out partially online (Kalmar et al., 2022). In China, universities transferred teacher training exclusively online (Lei & Medwell, 2021). This suggests that it is not possible to virtualize all the subjects of a study plan, since this depends on the amount of theoretical-practical content of each course.
The review of the syllables revealed the lack of knowledge that teachers have about the structure of the syllable and the protocols for writing it, as has been described by other authors (Zeta & Jiménez, 2020; Herrera et al., 2023). However, after training the teachers, all the syllables were corrected and adapted to virtuality in the COVID-19 pandemic.
During the adaptation process, the supervision of teaching work in the virtual classroom showed some difficulties in the development of online activities that were tried to be solved during implementation. As we see, the work of teacher supervision can quickly identify problems in the teachers' teaching process and provide them with a useful evaluation, specific guidance and present suggestions for improvement, making it necessary to follow up on the evaluations of each teacher (Zhang & Zhao, 2022). ).
One of the difficulties presented at the beginning of the development of the courses was the lack of experience of some course teachers in managing the virtual learning platform, which has also been reported by other cases (Langegård et al., 2021; Martin-Cuadrado et al., 2021; Chumpitaz & Rivero, 2020). In our experience, ongoing training made many of the teachers finally adapt and the majority complied with the use of the virtual classroom for the development of learning activities (forums, tasks, questionnaires, online evaluation, etc.).
A crucial aspect is the availability and speed of internet access in the various places where the students were. This limitation prevented communication, the search for information, the participation of teamwork and access to practices in virtual simulators. In fact, the imposition of virtual education establishes limitations for students who live in rural areas and with limited electronic resources (Ramos-Morcillo et al., 2020) and causes problems with attendance and participation in classes (Xia et al., 2022). ). To overcome this limitation, greater communication was established through various means of WhatsApp, emails and text messages, which is also confirmed by Klemm et al. (2020) and Zawacki-Richter (2020). In addition to increasing flexibility in the presentation of tasks, as Mahmood (2021) highlights, the teacher must show flexibility and give extra time to students in these cases.
In this educational experience, the majority of teachers interacted synchronously with students through the virtual platform equipped with group rooms, videoconferences, among others. While some studies have shown that students interacted with their teachers during online learning (Brown et al., 2023), other studies have reported that not all students did so (Singh et al., 2021).
It should be noted that as a product of the interaction in virtual scenarios and tools there were successes and failures. While, on the one hand, a greater participation of students who did not participate in classrooms was observed, achieving in some of them greater security in their expressions and communication with the teacher, perhaps due to the fact that by not having the camera open they consider that they do not. they are watching (Reyes et al., 2022). On the other hand, interacting through a computer, tablet or cell phone generates in the student only a repetition of concepts on topics that are discussed by using tools that facilitate quick search, limiting the understanding of the ideas emitted. So rather than using technology to simply present information to students, teachers can provide opportunities for students to engage in collaborative online projects, use digital tools to gather information, work with peers to create presentations while sharing ideas, and enable that everyone is heard (Brown et al., 2023).
Likewise, in specialty subjects where the clinical part has to be used, the trainer had to look for case presentation strategies to see the clinical performance of the students, as other research has shown (Chick et al., 2020 ; Mahmood, 2021). However, the hospital field work was not carried out preventing the development of the health sciences student's own capabilities. Therefore, it is difficult to complete course learning solely online, as professional and academic skills training would be affected (Byrnes et al., 2020). Although online learning works as a temporary alternative due to COVID-19, it could not replace face-to-face learning (Almahasees et al., 2021; Iver et al., 2020).
Regarding the evaluations, these were flexible depending on the various geographical areas where the students were located, in some cases the exams were given by mail giving a delivery time, while others were online. Although this made it easier for the student to answer the exams, many presented plagiarism from internet pages or similarity between their answers. This would suggest that some students presented academic dishonesty, favored by the abrupt transition to non-face-to-face education, which has also been reported in other realities (López et al., 2021). That is why the evaluations were more focused on understanding the theoretical part where the student could use support material to solve it (session presentations, informative material, among others), making it necessary for teachers to use questions that invite reflection instead of closed questions (Sahu et al., 2022).
In this study, student satisfaction with teachers' performance reached an average of 2.66 points out of 3. Certainly a negative result is not reflected on teacher performance, which is similar to other studies (Zhang & Li, 2022; Sam et al.., 2021); However, the lower score in the dimension of technological knowledge raised the need to specifically address the technological competence of teachers. To this end, the pertinent analysis of the teachers' needs favored the planning of workshops to facilitate virtual teaching-learning through the management of the Q10 platform, managing activities that encourage active teacher-student interaction expressed in achievements achieved by the teachers, students by estimating a low percentage of disapproval.
Furthermore, our results indicate that a considerable proportion of students attended virtual classes, which was also found in other studies (Stoehr et al., 2021; Saha et al., 2022). In our experience, 80% of the students passed the courses taught during the period September-December 2020. For its part, a study carried out at the National University of Lujan found that of 53 students enrolled in the virtual Community Nursing course, 60 .4% passed the subject, while 20.7% failed and 18.9% withdrew in the first semester of2020 (Bel & Maiola, 2020). On the contrary, Li & Che (2022) observed that academic performance decreased in first- and second-year students in Chinese universities.
5 CONCLUSION
With this experience, we highlight that the implementation of a plan to adapt the courses to the virtual modality was essential to maintain the continuity of classes in the nursing school during COVID-19, being important to identify and apply improvement strategies to guarantee the success of this type of programs. Despite the above, we must remember that interaction between peers and with the teacher cannot be completely replaced by technological devices, since the human warmth that arises between face-to-face interaction is missing.
REFERENCES
Aguilar, F. (2020). Del aprendizaje en escenarios presenciales al aprendizaje virtual en tiempos de pandemia. Estud. Pedagog. 46 (3), 213-223. http://dx.doi.org/10.4067/S0718-07052020000300213
Agu, C., Stewart, J., McFarlane-Stewart, N., Rae, T. (2021). COVID-19 pandemic effects on nursing education: looking through the lens of a developing country. Int. Nurs. Rev. 68(2), 153-158. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8014519/
Ali, S., Hafeez, Y., Abbas, MA, Aqib, M., Nawaz, A. (2021). Enabling remote learning system for virtual personalized preferences during COVID-19 pandemic. Multimed Tools Appl. 80(24), 33329-33355. doi: 10.1007/sl 1042-021-11414-w
Almahasees, Z., Mohsen, K., Amin, MO. (2021). Faculty's and Students' Perceptions of Online Learning During COVID-19. Front. Educ. 6, 638470. doi: 10.3389/feduc.2021.638470
Arias, E., Escamilla, J., López, A., Peña, L. (2020). Covid -19: Tecnologías digitales y educación superior ¿Qué opinan los docentes? Centro de Información para la Mejora de los Aprendizajes (CIMA). Nota 21. https://publications.iadb.org/publications/spanish/document/Nota-CIMA-21-COVID-19-Tecnologias-digitales-y-educacion-superior-Que-opinan-los-docentes.pdf
Bao, W. (2020). COVID-19 and online teaching in higher education: a case study of Peking University. Hum Behav Emerg Technol. 2 (2), 113-115. https://doi.org/10.1002/hbe2.191
Baticulon, RE, Sy, JJ, Alberto, NRI, Baron, MBC, Mabulay, REC, Rizada, LGT, Tiu, CIS, Clarion, CA, Reyes, JCB. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Med Sci Educ. 31(2), 615-626. doi: 10.1007/s40670-021-01231-z
BBC News Mundo. (31 de mayo del 2021) Perú duplica las muertes por covid-19 tras una revisión de cifras y se convierte en el país con la mayor tasa de mortalidad per capita del mundo, https://www.bbc.com/mundo/noticias-america-latina-57310960
Bel, M., Maiola, F. (2020). La experiencia del proceso enseñanza-aprendizaje de la enfermería comunitaria en el contexto de pan-demia. RED Sociales. 7, 62-71.<https://ri.unlu.edu.ar/xmlui/bit stream/handle/rediunlu/779/8
Briceño, M., Correa, S., Valdés, M., Hadweh, M. (2020). Modelo de gestion educativa para programas en modalidad virtual de aprendizaje. Revista de Ciencias Sociales. 26(2), 286-298. https://doi.org/10.31876/rcs.v26i2.32442
Brown, M., Hoon, AE, Edwards, M., Shabu, S., Okoronkwo, L, Philip, N. (2023). A pragmatic evaluation of university student expe-rience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice. Plos One. 18(5), e0283742. https://doi.org/10.1371/journal.pone.0283742
Byrnes, YM, Civantos, AM, Go, BC, McWilliams, TL, Rajasekaran, K. (2020). Effect of the COVID-19 pandemic on medical student career perceptions: a national survey study. Med Educ Online. 25(1), 1-9. doi: 10.1080/10872981.2020.1798088
Cabero, J., Llorente, M., Morales, J. (2018). Evaluación del desempeño docente en la formación virtual: ideas para la configuración de un modelo. Revista Iberoamericana de Educación a Distancia. 21(1), 261-274. https://doi.org/10.5944/ried.2Ll.17206
Chick, RC, Clifton, GT, Peace, KM, Propper, BW, Hale, DF, Alseidi, AA, Vreeland, TJ. (2020). Using Technology to Maintain the Education of Residents During the CO VID-19 Pandemic. J Surg Educ. 77(4), 729-732. doi: 10.1016/j.jsurg.2020.03.018
Chumpitaz, L., Rivero, C. (2020). Uso cotidiano y pedagógico de las TIC por profesores de una universidad privada de Lima. Educación. 21(41), 81-100. http://revistas.pucp.edu.pe/index.php/educacion/article/view/2900/2827
Covarrubias, L. (2021). Educación a distancia: transformación de los aprendizajes. Telos. 23(1), 150-158. https://doi.org/10.36390/telos231.12
Crawford J., Butler-Henderson, K., Rudolph, J., Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. J. Appl. Teach. Learn. 3, 1-20. doi: 10.37074/jalt.2020.3.1.7
Dewart, G., Corcoran, L., Thirsk, L., Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to CO-VID-19. Nurse Educ Today. 92, 104471. doi: 10.1016/j.nedt.2020.104471
Díaz, D. (2020). Educación presencial con mediación virtual: una experiencia de Honduras en tiempos de la COVID-19. Revista Digital de Investigación en Docencia Universitaria. 14(2), 1-14. https://doi. org/10.19083/ridu.2020.1229
El Comercio. Unos 174.000 estudiantes peruanos dejaron la universidad en lo que va del 2020. https://elcomercio.pe/lima/sucesos/unos-174000-estudiantes-peruanos-dejaron-la-universidad-en-lo-que-va-del-2020-noticia/(28 de setiembre de 2020).
Gagliardi, V. (2020). Desafíos educativos en tiempos de pandemia. Question. 1, 1-6. https://doi.org/10.24215/166965 81 еЗ 12
Gómez, I., Escobar, F. (2021). Educación virtual en tiempo de pandemia: incremento de la desigualdad social en el Perú. Chakiñan Revista de Ciencias Sociales y Humanidades. 15, 152-165. https://chakinan.unach.edu.ec/index.php/chakinan/article/view/553/82
Goudarzi, E., Hasanvand, S., Raoufi, S., Amini, M. (2023)The sudden transition to online learning: Teachers' experiences of teaching during the COVID-19 pandemic. PLoS One. 18(ll):e0287520. doi: 10.1371/journal.pone.0287520
Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., Mahoney, P. (2021). The usefulness of feedback. Active Lear-ning in Higher Education. 22(3), 229-243. https://doi.org/10.1177/1469787419872393
Herrera, Y., Gutiérrez, C., Ojeda, J., Maizondo, F., Medina, E., Tejada, S. (2023). Evaluación de sílabos por competencias del programa de estudios de enfermería en una universidad pública, Perú. Acc Cietna. 10(1), 70-81. https://doi.org/10.35383/cietna.v10i1.951
Herrera, P., Toro, C. (2020). Educación médica durante la pandemia del COVID -19: iniciativas mundiales para el pregrado, ínter-nado y el residentado médico. Acta Med Peru. 37, 169-175. http://www.scielo.org.pe/pdf/amp/v37n2/1728-5917-amp-37-02-169.pdf
Isnawijayani, I., Zinaida, R., Handianita, G., Widayatsih, T., Rahayu, S., Taqwa, D. (2022). Communication strategies in the online teaching learning process during pandemic Covid-19. Journal Konseling dan Pendidikan. 10(4), 619-627. https://doi.org/10.29210/183800
Iver, P., Aziz, K., Ojcius, D. (2020). Impact of COVID-19 on Dental Education in the United States. Journal of Dental Education. 84, 718-22. https://doi.org/10.1002/jdd.12163
Kalmar, E., Aarts, T., Bosman, E., Ford, C., De Kluijver, L., Beets, J., Veldkamp, L., Timmers, P., Besseling, D., Koopman, J., Fan, C., Berrevoets, E., Trotsenburg, M., Maton, L., Van Remundt, J., Sari, E., Lee-Wen, O., Beinema, E., Winkel, R., Van Der Sanden, M. (2022). The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more so-cial interactions. Heliyon. 8(1), e08823. https://doi.org/10.1016/j.heliyon.2022.e08823
Kanneganti, A., Sia, C., Ashokka, B., Ooi, S. (2020). Continuing medical education during a pandemic: an academic institution's experience. Postgraduate Medical Journal. 96, 384-386. doi:10.1136/postgradmedj-2020-137840
Klemm, PR, Ruelens-Trinkaus, D., Allshouse, LM, Barnard, PJ. (2020). The COVID-19 Pandemic and Higher Education: Common Interdisciplinary Issues and Lessons Learned. Open Journal of Nursing. 10, 1195-1208. https://doi.org/10.4236/ojn.2020.1012086
Langegård, U., Kiani, K., Nielsen, SJ, Svensson, PA. (2021). Nursing students' experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nurs. 20, 23. https://doi.org/10.1186/sl2912-021-00542-l
Lei, M., Medwell, J. (2021). Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers' learning and future teaching in a Chinese context. Asia Pacific Educ Rev. 22(2), 169-79. doi: 10.1007/s12564-021-09686-w.
Li, J., Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustain. Cities Soc. 83, 103958. doi: 10.1016/j.scs.2022.103958.
López, M., Olivares, S., Elizondo, J., Valdez, J. (2021). Propuesta para la continuidad académica y formación médica a distancia ante la pandemia de COVID-19. Educación Médica Superior. 35,1-11. https://ems.sld.cu/index.php/ems/article/view/2603
Lovón, M., Cisneros, S. (2020). Repercusiones de las clases virtuales en los estudiantes universitarios en el contexto de la cuarente-na por COVID-19: El caso de la PUCP. Propósitos y Representaciones. 8(3), e588. http://dx.doi.org/10.20511/pyr2020.v8nSPE3.588
Mahmood, S. (2021). Instructional Strategies for Online Teaching in COVID-19 Pandemic. Hum Behav & Emerg Tech. 3, 199-203. https://doi.org/10.1002/hbe2.218
Martín-Cuadrado, AM, Lavandera-Ponce, S., Mora-Jaureguialde, B., Sánchez-Romero, C., Pérez-Sánchez L. (2021). Working Met-hodology with Public Universities in Peru during the Pandemic-Continuity of Virtual/Online Teaching and Learning. Education Sciences. 11(7), 351. https://doi.org/10.3390/educscill070351
Ministerio de Educación. Resolución Viceministerial No085-2020-MINEDU: Orientaciones para la continuidad del servicio educativo superior universitario en el marco de la emergencia sanitaria a nivel nacional, dispuesta por el Decreto Supremo No008-2020-SA. https://www.minedu.gob.pe/conectados/pdf/orientaciones-minedu.pdf
Mogollón, F., Pagador, S., Ramos, E., Arbulú, M., Incio, J., Guzmán, M., Barinotto, P. Efectividad de las estrategias de educa-ción virtual universitaria en tiempos de covid-19. In 21st LACCEI International Multi-Conference for Engineering, Educa-tion, and Technology: Leadership in Education and Innovation in Engineering in the Framework of Global Transforma-tions: Integration and Alliances for Integral Development, Buenos Aires, Argentina, (2023, July 17-21). DOI: 10.18687/LACCEI2023.1.1.1097
Moralez, EA, Boren, RE, Lebel, DL, Drennan, M., Olvera, DR, Thompson, B. (2022). Teaching Strategies During the COVID-19 Pan-demic: Tailoring Virtual Learning for Public Health and Cancer Health Disparities Education. Front Public Health. 10, 845400. doi: 10.3389/fpubh.2022.845400
Mukasa, J., Otim, M., Mónaco, B., Al, A., Breitener, P., Jawahar, L. (2021). Nursing Students' Perspectives and Readiness to Transi-tion to E-Learning During COVID-19 in the UAE: A Cross-Sectional Study. Adv Med Educ Pract. 12, 1505-1512. doi: 10.2147/AMEP.S335578
Nimavat, N., Singh, S., Fichadiya, N., Sharma, P., Patel, N., Kumar, M., Chauhan, G., Pandit, N. (2021). Online Medical Education in India - Different Challenges and Probable Solutions in the Age of COVID-19. Adv Med Educ Pract . 12, 237-243. doi: 10.2147/AMEP.S295728.
O'Sheal, M., Mou, L., Xu, L., Aikins, R. (2022). Communicating COVID-19: Analyzing Higher Education Institutional Responses in Canada, China, and the USA. Higher Education Policy. 35:629-650. https://doi.org/10.1057/s41307-022-00276-y
Pei-Ti, H., Ya-Fang, H. (2022). Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students' Intention to Join the Nursing Workforce: A Cross-Sectional Study. Healthcare (Basel). 10(8), 1461. doi: 10.3390/healthcarel0081461
Pérez-Sánchez, L., Lavandera-Ponce, S., Mora-Jaureguialde, B., Martín-Cuadrado, AM. (2022). Training Plan for the Continuity of Non-Presential Education in Six Peruvian Universities during COVID-19. Int J Environ Res Public Health. 19(3), 1562. doi: 10.3390/ijerphl9031562
Ramos-Morcillo, A., Leal, C., Moral, J., Ruzafa, M. (2020). Experiences of Nursing Students during the Abrupt Change from Fa-ce-to-Face to e-Learning Education during the First Month of Confinement Due to COVID-19 in Spain. Int J Environ Res Pu-blic Health. 17(15), 5519. https://doi.org/10.3390/ijerphl7155519
Ratri, C., Harinawati, Risna, D., Kurniawati, Dini, R., Richa, M., Cut, A., Teuku, F. (2020). Learning Communication Strategy at Colleges During the Covid-19 Pandemic and the New Normal Phase. Advances in Social Science, Education and Humanities Research.495, 18-23. doi:10.2991/assehr.k.210125.004
Reyes, MG, Lavanda, FA, Ruiz, RE, Castillo, LA, Reyes, JL. (2022). Educación virtual y desempeño docente en una universidad pú-blica peruana. Revista Internacional de Humanidades. 15 (3), 1-13. https://doi.org/10.37467/revhuman.v11.4242
Rodríguez-Alarcón, J., Vinelli-Arzubiaga, D., Aveiro-Robalo, T., Garlisi-Torales. L., Hernández Delgado, L, Marticorena-Flores, R., Benavides-Luyo, C., Carranza, R., Mamani-Benito, O., Mejia, C. (2022). Repercusiones académicas de la educación virtual en los estudiantes de Latinoamérica: validación de una escala. Educación Médica. 23(3), 100741. doi: 10.1016/j.edumed.2022.100741
Rodríguez, R., Piña, L. (2022). Compromiso docente en tiempos de pandemia. Citas. 8(1), 1-8. https://doi.org/10.15332/24224529.7565
Sahu, PK, Dalcik, H., Dalcik, C., Gupta, MM, Chattu, VK, Umakanthan, S. (2022). Best practices for effective implementation of online teaching and learning in medical and health professions education: during COVID-19 and beyond. AIMS Public Health. 9(2), 278-292. doi: 10.3934/publichealth.2022019.
Saha, S., Pranty, S., Islam, J., Hossain, E. (2022). Teaching during a pandemic: do university teachers prefer online teaching? Heliyon. 8(1), e08663. https://doi.org/10.1016/j.heliyon.2021.e08663
Sam, AH, Fung, CY, Barth, J., Raupach, TA. (2021). Weighted Evaluation Study of Clinical Teacher Performance at Five Hospitals in the UK. Adv Med Educ Pract. 12, 957-963. doi: 10.2147/AMEP.S322105
Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital. https://www.comenius.cl/recursos/virtual/minsal_v2/Modulo_l/Recursos/Lectura/conecti vismo_Siemens.pdf
Singh, HK, Joshi, A., Malepati, RN, Najeeb, S., Balakrishna, P., Pannerselvam, NK, Singh, YK, Ganne, P. (2021). A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse Educ Today. 99, 104796. doi: 10.1016/j.nedt.2021.104796
Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., Misra, S. (2020). Medical Education During the COVID-19 Pandemic: A Single Insti-tution Experience. Indian Pediatr. 57(7), 678-679. doi: 10.1007/Sİ3312-020-1899-2.
Stoehr, F., Müller, L., Brady, A., Trilla, A., Mähringer-Kunz, A., Hahn, F.; Düber, C., Becker, N., Wörns, MA, Chapiro, J., Hinrichs, JB, Akata, D., Ellmann, S., Huisman, M., Koff, D., Brinkmann, S., Bamberg, F., Zimmermann, O., Traikova, NI, Marquardt, JU, Chang, DH, Rengier, F., Auer, TA, Emrich, T., Muehler, F., Schmidberger, H., Baeßler, B., Dos Santos, DP, Kloeckner, R. (2021). How COVID-19 kick-started online learning in medical education-The DigiMed study. PloS One. 16(9), e0257394. doi: 10.1371/journal.pone.0257394.
Superintendencia Nacional de Educación Superior Universitaria. Resolución del Consejo Directivo No039-2020-SUNEDU-CD: Criterios para la supervisión de la adaptación de la educación no presencial, con carácter excep-cional de las asignaturas por parte de universidades y escuelas de posgrado como consecuencia de las medidas para preve-nir y controlar el COVID-19. https://www.gob.pe/institucion/sunedu/normas-legales/462882-039-2020-sunedu-cd
Taha, MH, Abdalla, ME, Wadi, M., Khalafalla, H. (2020). Curriculum delivery in Medical Education during an emergency: a guide based on the responses to the COVID-19 pandemic. MedEdPublish. 9(1). doi: 10.15694/mep.2020.000069.1
Toquero, CM. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research. 5(4), em0063. https://doi.org/10.29333/pr/7947
Wu, SY. (2021). How teachers conduct online teaching during the COVID-19 pandemic: a case study of Taiwan. Front Educ. 6. https://doi.org/10.3389/feduc.2021.675434
Xia, Y., Hu, Y., Wu, C., Yang, L., Lei, M. (2022). Challenges of online learning amid the COVID-19: College students' perspective. Front Psychol. 13, 1037311. doi: 10.3389/fpsyg.2022.1037311.
Xiberta, P., Boada, L, Thió-Henestrosa, S., Pedraza, S., Pineda, V. (2022). Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic. Med Educ Online. 27(1), 2118116. doi: 10.1080/10872981.2022.2118116.
Zawacki-Richter, O. (2021). The current state and impact of Covid-19 on digital higher education in Germany. Hum Behav & Emerg Tech. 3, 218-226. https://doi.org/10.1002/hbe2.238
Zeta, A., Jiménez, R. (2020). Evaluación de sílabos por competencias en facultad de ciencias empresariales. Conrado. 16(75), 341-348. http://scielo.sld.cu/scielo.php?script=sci_arttext& pid=S1990-8644202000040034 l&lng=es&tlng=es.
Zhang H, Li X. (2022). COVID-19 Influenced Survey on Students' Satisfaction With Psychological Acceptance Based on the Organization of Online Teaching and Learning in English. Front Psychol. 13, 940527. doi: 10.3389/fpsyg.2022.940527
Zhang, S., Zhao, F. (2022). Construction of Teaching Supervision System of Applied Undergraduate Colleges and Universities un-der the Perspective of "Internet+". J Environ Public Health. 9277583. doi: 10.1155/2022/9277583
Zhu, X., Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education. 1-5. https://doi. org/10.1007/s42438-020-00126-3
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer
© 2024. This work is published under https://rgsa.emnuvens.com.br/rgsa/about/editorialPolicies#openAccessPolicy (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Abstract
Objetivo: Descrever a implementação de um plano de adaptação de cursos à modalidade virtual na carreira de enfermagem de uma universidade privada do nordeste do Peru em 2020. Referencial Teórico: O processo de adaptação à virtualidade é apoiado pelas teorias conectivistas e construtivistas e instrutivistas da educação. Método: Este estudo de caso descritivo envolveu 83 alunos e 11 professores. O plano consistiu em 5 fases: seleção das disciplinas, escolha das ferramentas e recursos didáticos, adaptação das disciplinas, implementação da estratégia pedagógica e controle e acompanhamento dos cursos. Resultados e Discussão: Das 30 disciplinas adaptadas, 66,7% tinham carga horária teórica e prática e 33,3% apenas carga horária teórica. As supervisões das salas de aula virtuais mostraram deficiências no envio de comunicados (73%) e na agregação de sessões de aprendizagem (45%). Para enfrentar os desafios, foram utilizadas estratégias de comunicação, apoio tecnológico e acadêmico e flexibilidade de métodos de avaliação. O conhecimento tecnológico dos professores foi classificado como o mais baixo, com média de 2,64 ± 0,44. 94% dos alunos frequentaram as aulas e 80,7% foram aprovados nos cursos. Implicações da Pesquisa: A implementação do plano permitiu que os alunos continuassem a sua aprendizagem durante a pandemia, destacando a necessidade de melhorar estratégias para alcançar uma educação virtual eficaz. Originalidade/Valor: Este estudo não só nos permitirá saber como as universidades peruanas responderam à crise educacional durante a pandemia, mas também poderá garantir a sustentabilidade da educação nestes novos paradigmas.