Teresa Fernandez-Bringas
ABSTRACT
The abrupt change in on-site education to a virtual one in universities has forced professors and students to face this situation with the current technologies that they already use. The present research aims to describe the challenges of the abrupt change in education. Two groups of 48 professors and 126 students were studied to describe the performance of the teaching-learning style shift. The studied populations come from a private university in Peru who were tested by using a virtual survey. The survey was about the course plan in the virtual environment, achievements, and tools of Information and Communication Technologies (ICT) for each group. The findings show shortcomings for planning courses for this new environment by the current professor. Moreover, there is a lack of precision of the pedagogical model; dissatisfaction of students who aim to receive another type of teaching. The new type of teaching includes more dynamics, participation, and dialogue in using ICT tools. ICT tools are more accepted and practiced by students than their professors. Finally, professors reveal that their students have learned autonomy for learning and teamwork. Moreover, students show other ICT tools that they learned on their own. Indeed, the virtual courses chase a logic which does not meet the expectations of the majority of students.
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