Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores

Debido a la pandemia por COVID 19 las universidades alrededor del mundo se vieron obligadas a trasladar los programas académicos presenciales a la modalidad remota de emergencia; este cambio generó impactos significativos en los procesos de enseñanza. En el presente artículo se analizan los desafíos...

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Fecha de publicación:: 2026

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: spa

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network_name_str	Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores Higher Education During the COVID 19 Pandemic: Educators' Perspective
title	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
spellingShingle	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores Aprendizaje en línea Docente Educación a distancia Educación superior Pandemia Online learning professor Distance education Higher education Pandemic
title_short	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
title_full	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
title_fullStr	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
title_full_unstemmed	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
title_sort	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadores
dc.subject.none.fl_str_mv	Aprendizaje en línea Docente Educación a distancia Educación superior Pandemia Online learning professor Distance education Higher education Pandemic
topic	Aprendizaje en línea Docente Educación a distancia Educación superior Pandemia Online learning professor Distance education Higher education Pandemic
description	Debido a la pandemia por COVID 19 las universidades alrededor del mundo se vieron obligadas a trasladar los programas académicos presenciales a la modalidad remota de emergencia; este cambio generó impactos significativos en los procesos de enseñanza. En el presente artículo se analizan los desafíos identificados por los docentes de educación superior durante el contexto de pandemia. Para ello, se realizó una revisión sistemática en 7 bases de datos siguiendo la metodología PRISMA. A partir de lo cual, se identificaron 5 tendencias de investigación en los estudios revisados: 1) fines y objetivos esperados, los cuales se vieron impactados debido a que los educadores tuvieron que reevaluar los procesos de enseñanza, las implicaciones de la tecnología y la incorporación de herramientas remotas en el desarrollo de contenidos y construcción del conocimiento, 2) medios o recursos, relacionados con la aplicabilidad de las funciones básicas y avanzadas en la implementación de herramientas tecnológicas, plataformas de enseñanza y comunicación apoyadas en entornos sincrónicos y asincrónicos, 3) tareas de aprendizaje, desde el aprendizaje colaborativo, combinado, autónomo e invertido, 4) estrategias de evaluación formativas y sumativas aplicadas por los docentes y las dificultades de formatos, monitoreo y presentación, y 5) relaciones interpersonales relacionadas con la socialización en diferentes espacios virtuales.
publishDate	2026
dc.date.none.fl_str_mv	2026-05-22T16:36:07Z 2026-05-23T08:00:37Z 2026-05-22T16:36:07Z 2026-05-23T08:00:37Z 2026-05-22
dc.type.none.fl_str_mv	Artículo de revista http://purl.org/coar/resource_type/c_6501 Text info:eu-repo/semantics/article Journal article info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85
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dc.identifier.none.fl_str_mv	1900-9895 https://repositorio.ucaldas.edu.co/handle/ucaldas/27051 10.17151/rlee.2025.21.2.9 2500-5324 https://doi.org/10.17151/rlee.2025.21.2.9
identifier_str_mv	1900-9895 10.17151/rlee.2025.21.2.9 2500-5324
url	https://repositorio.ucaldas.edu.co/handle/ucaldas/27051 https://doi.org/10.17151/rlee.2025.21.2.9
dc.language.none.fl_str_mv	spa
language	spa
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dc.rights.none.fl_str_mv	Latinoamericana de Estudios Educativos - 2026 https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0. http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Latinoamericana de Estudios Educativos - 2026 https://creativecommons.org/licenses/by/4.0 Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0. http://purl.org/coar/access_right/c_abf2
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dc.publisher.none.fl_str_mv	Universidad de Caldas
publisher.none.fl_str_mv	Universidad de Caldas
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spelling	Educación superior durante la pandemia por COVID 19: Perspectiva de los educadoresHigher Education During the COVID 19 Pandemic: Educators' PerspectiveAprendizaje en líneaDocenteEducación a distanciaEducación superiorPandemiaOnline learningprofessorDistance educationHigher educationPandemicDebido a la pandemia por COVID 19 las universidades alrededor del mundo se vieron obligadas a trasladar los programas académicos presenciales a la modalidad remota de emergencia; este cambio generó impactos significativos en los procesos de enseñanza. En el presente artículo se analizan los desafíos identificados por los docentes de educación superior durante el contexto de pandemia. Para ello, se realizó una revisión sistemática en 7 bases de datos siguiendo la metodología PRISMA. A partir de lo cual, se identificaron 5 tendencias de investigación en los estudios revisados: 1) fines y objetivos esperados, los cuales se vieron impactados debido a que los educadores tuvieron que reevaluar los procesos de enseñanza, las implicaciones de la tecnología y la incorporación de herramientas remotas en el desarrollo de contenidos y construcción del conocimiento, 2) medios o recursos, relacionados con la aplicabilidad de las funciones básicas y avanzadas en la implementación de herramientas tecnológicas, plataformas de enseñanza y comunicación apoyadas en entornos sincrónicos y asincrónicos, 3) tareas de aprendizaje, desde el aprendizaje colaborativo, combinado, autónomo e invertido, 4) estrategias de evaluación formativas y sumativas aplicadas por los docentes y las dificultades de formatos, monitoreo y presentación, y 5) relaciones interpersonales relacionadas con la socialización en diferentes espacios virtuales.Due to the COVID 19 pandemic, universities around the world were forced to transfer face-to-face programs to the emergency remote modality; this change generated significant impacts on the teaching processes. In this article, the challenges identified by higher education professors during the context of the COVID 19 pandemic are analized. To this end, a systematic review was carried out in 7 databases following the PRISMA methodology. From which, five research trends were identified in the reviewed studies: 1) expected goals and objectives, which were impacted because educators had to reevaluate teaching processes, the implications of technology and the incorporation of remote tools in the development of content and construction of knowledge; 2) means or resources, related to the applicability of basic and advanced functions in the implementation of technological tools, teaching and communication platforms supported in synchronous and asynchronous environments, 3) learning tasks, from collaborative, combined, autonomous and inverted learning, 4) formative and summative evaluation strategies applied by teachers and the difficulties of formats, monitoring and presentation, and 5) interpersonal relationships related to socialization in different virtual spaces .Universidad de Caldas2026-05-22T16:36:07Z2026-05-23T08:00:37Z2026-05-22T16:36:07Z2026-05-23T08:00:37Z2026-05-22Artículo de revistahttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf1900-9895https://repositorio.ucaldas.edu.co/handle/ucaldas/2705110.17151/rlee.2025.21.2.92500-5324https://doi.org/10.17151/rlee.2025.21.2.9https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/11887spa215219121Latinoamericana de Estudios EducativosAhmad Khan, M. 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PLOS ONE, 16(10), 1–25. https://doi.org/10.1371/journal.pone.0258137Núm. 2 , Año 2025 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/11887/8350Latinoamericana de Estudios Educativos - 2026https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución 4.0.http://purl.org/coar/access_right/c_abf2Camargo Mayorga, David AndrésGómez Contreras, Jennifer LorenaCastillo López, Zuly Elibethoai:repositorio.ucaldas.edu.co:ucaldas/270512026-05-23T08:00:37Z

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