Mujeres y educación superior a distancia: experiencias rurales y urbanas en la pospandemia
Resumen
Durante la pandemia por la covid-19, la educación a distancia experimentó un aumento en su credibilidad, popularidad y ventajas; sin embargo, este cambio afectó desproporcionadamente a grupos vulnerables: a la población con bajos ingresos, con discapacidad, a los grupos indígenas e hijos de migrantes. Si bien se han realizado investigaciones en educación básica al respecto, la información sobre el aprendizaje en línea de estudiantes universitarias es limitada, sobre todo en relación con el género. Por ello, en el presente estudio se encuestó a 1 206 mujeres estudiantes de licenciatura de contextos rurales y urbanos para analizar sus experiencias en las clases a distancia durante el confinamiento. Se encontraron diferencias significativas según el contexto, ya que las mujeres de entornos urbanos valoraban el diseño de tareas y estrategias, así como el diseño instruccional, mientras que las de contextos rurales demandaban una mayor atención de sus tutores. En ambos casos, las participantes carecían de experiencia previa en cursos en línea y de espacios adecuados para el aprendizaje a distancia. Se concluye que estas disparidades requieren más investigación y acciones para reducir la brecha de género en la educación a distancia
Palabras clave
Texto completo:
PDFReferencias
Al-Rawaf, H. & Simmons, C. (1991). The Education of Women in Saudi Arabia. Comparative Education. Comparative Education, 27(3), 287-295. https://www.jstor.org/stable/3099298
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562
Álvarez, H.; Arias, E.; Bergamaschi, A.; López, A.; Noli, A.; Ortiz, M.; Pérez, M.; Rieble-Aubourg, S.; Rivera, M.; Scannone, R.; Vásquez, M. y Viteri, A. (2020). La educación en tiempos de coronavirus. Los sistemas educativos de América Latina y el Caribe ante COVID-19. Banco Interamericano de Desarrollo. https://bit.ly/35btvdO
Argimón Pallás, J. M. y Jiménez Villa, J. (2004). Métodos de investigación clínica y epidemiológica. Elsevier.
Arias-Velandia, N.; Rincón-Báez, W. U. y Cruz-Pulido, J. M. (2018). Desempeño de mujeres y hombres en educación superior presencial, virtual y a distancia en Colombia. Panorama, 12(22), 57-69. https://doi.org/10.15765/pnrm.v12i22.1142
Banco Interamericano de Desarrollo en América Latina y el Caribe. (2020). Hablemos de política educativa. Educación más allá del COVID-19. División de Educación del BID, Sector Social.
Bao, W. (2020). Covid‐19 and online teaching in higher education: A case study of Peking University. Human Behavior with Emerging Technologies, 2(11), 113-115. https://doi.org/10.1002/hbe2.191
Becker, M. & McElvany, N. (2018). The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour. British Journal of Educational Psychology, 88(4), 529-49. https://doi.org/10.1111/bjep.12199n
Bergman, H. F. (2001). “The Silent University”: The Society to Encourage Studies at Home, 1873-1897. The New England Quarterly, 74(3), 447-47. https://doi.org/10.2307/3185427
BMFJ. (1992). Frauen in der Bundesrepublik Deutschland. Bundesministerium für Frauen und Jugend. https://www.bmfsfj.de/
Boling, E. C.; Hough, M.; Krinsky, H.; Saleem, H. & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006
Bond, M. (2021). Schools and emergency remote education during the covid-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191-247. https://doi.org/10.5281/zenodo.4425683
Bozkurt, A.; Jung, I.; Xiao, J.; Vladimirschi, V.; Schuwer, R.; Egorov, G.; Lambert, S. R.; Al-Freih, M.; Pete, J.; Olcott, D.; Rodes, V.; Aranciaga, I.; Bali, M.; Álvarez, A. V.; Roberts, J.; Pazurek, A.; Raffaghelli, J. E.; Panagiotou, N.; De Coëtlogon, P… Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
Castellanos-Serrano, C.; Escribano, G.; Paredes-Gázquez, J. & San-Martín González, E. (2022). What is behind the gender gap in economics distance education: Age, work-life balance and COVID-19. PLOS ONE, 17(8), e0272341. https://doi.org/10.1371/journal.pone.0272341
Chandwani, S.; Singh, N. & Sing, G. (2021). Attitude of Faculty Towards Online Teaching in Relation to Certain Variables: A study during Coronavirus (COVID-19) Pandemic in India. University of Nebraska-Lincoln.
Clark, S.; McGrane, A.; Boyle, N.; Joksimovic, N.; Burke, L.; Rock, N. & O’ Sullivan, K. (2021). “You’re a teacher, you’re a mother, you’re a worker”: Gender inequality during COVID-19 in Ireland. Gender, Work and Organization, 28(4), 1352-1362. https://doi.org/10.1111/gwao.12611
Cohen, L.; Manion, L. & Morrison, K. (2018). Research methods in education. Routledge.
Coman, C.; Țîru, L.; Meseșan-Schmitz, L.; Stanciu, C. & Bularca, M. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, MDPI, Open Access Journal, 12(24), 1-24. https://doi.org/10.3390/su122410367
Dolch, C. (2020). Toys for the boys, tools for the girls? Gender and media usage patterns in higher education. Turkish Online Journal of Distance Education, 21(3), 94-111. https://doi.org/10.17718/tojde.762031
Domínguez, J. G. (2020). Efectividad de un programa formativo en tecnología para hombres y mujeres mayas ubicadas en zonas profundas de exclusión. Teletrabajo Positivo y Saludable, 20(1), 131-155. https://doi.org/10.30827/eticanet.v20i1.15525
Domínguez, J. G.; Cisneros, E. J.; Suaste, M. A. & Vázquez, I. S. (2019). Reducing the Digital Divide in Vulnerable Communities in Southeastern Mexico. Publicaciones, 49(2), 133-149. https://doi.org/10.30827/publicaciones.v49i2.9305
Ebel, L. R. & Frisbie, D. A. (1991). Essentials of Educational Measurement. Prentice Hall.
Funes, M. & Mackness, J. (2018). When inclusion excludes: a counter narrative of open online education. Learning, Media and Technology, 43(2), 119-138. https://doi.org/10.1080/17439884.2018.1444638
Gama, A.; Rocha, J. V.; Marques, M. J.; Azeredo-Lopes, S.; Pedro, A. R. & Dias, S. (2022). How did the COVID-19 pandemic affect migrant populations in Lisbon, Portugal? A study on perceived effects on health and economic condition. International Journal of Environmental Research and Public Health, 19(3), 1786. https://doi.org/10.3390/ijerph19031786
Gnanadass, E. & Sanders, A. (2019). Gender still Matters in Distance Education, en M. G. Moore & W. Diehl (Eds.), Handbook of Distance Education. Routledge.
Hanson, C. & Fletcher, A. J. (2021). Beyond the trinity of gender, race, and class: Further exploring intersectionality in adult education. European Journal for Research on the Education and Learning of Adults, 12(2), 135-148. https://doi.org/10.3384/RELA.2000-7426.3360
Harvey, H. L.; Parahoo, S. & Santally, M. (2017). Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials? Higher Education Quarterly, 71(2), 141-158. https://doi.org/10.1111/hequ.12116
Holmberg, B. (1995). Theory and practice of distance education. Routledge.
International Association of Universities (IAU). (2020). The impact of covid-19 on higher education around the world. Global Survey Report. IAU. https://www.iau-aiu.net/IAU-releases-Global-Survey-Report-on-Impact-of-Covid-19-in-Higher-Education
Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance? Computers and Education, 95, 270-284. https://doi.org/10.1016/j.compedu.2016.01.014
Jones, C.; Philippon, T. & Venkateswaran, V. (2021). Optimal mitigation policies in a pandemic: Social distancing and working from home. The Review of Financial Studies, 34(11), 5188-5223. https://ideas.repec.org/a/oup/rfinst/v34y2021i11p5188-5223..html
Jordan, K.; David, R.; Phillips, T. & Pellini, A. (2021). Education during the COVID-19: crisis opportunities and constraints of using EdTech in low-income countries. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.453621
Kirkup, G. & Keller, L.S. (1992). Inventing Women. Science, Technology and Gender. Polity Press.
Kizilcec, R. F.; Davis, G. M. & Cohen, G. L. (2017). Towards Equal Opportunities in MOOCs: Affirmation Reduces Gender & Social-Class Achievement Gaps in China. Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, 121-130. https://doi.org/10.1145/3051457.3051460
Korlat, S.; Kollmayer, M.; Holzer, J.; Lüftenegger, M.; Pelikan, E. R.; Schober, B. & Spiel, C. (2021). Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement and Perceived Teacher Support. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637776
Koseoglu, S. (2020). Access as Pedagogy: a Case for Embracing Feminist Pedagogy in Open and Distance Learning. Asian Journal of Distance Education, 15(1), 211-290. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/470
Koseoglu, S.; Ozturk, T.; Ucar, H.; Karahan, E. & Bozkurt, A. (2020). 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning. Journal of Interactive Media in Education, 2020(1), 1-11. https://doi.org/10.5334/jime.553
Liu, J. (2020). Digital divide and education equity: Empirical investigation using PISA 2018 B-S-Z-J. Journal of National Academy of Education Administration, 273(9), 35-43.
Lloyd, M. (2020). Desigualdades educativas y la brecha digital en tiempos de covid-19. En H. Casanova-Cardiel (Ed.), Educación y pandemia: una visión académica (pp. 115-121). Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación.
Lowenthal, P. R.; Borup, J.; West, R. E. & Archambault, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 383-391. https://www.researchgate.net/publication/344468538_Thinking_Beyond_Zoom_Using_Asynchronous_Video_to_Maintain_Connection_and_Engagement_During_the_COVID-19_Pandemic
Marley, J. L. (2007). Gender Differences and Distance Education: Major Research Findings and Implications for LIS Education. Journal of Education for Library & Information Science, 48(1), 13-20. https://www.jstor.org/stable/40324317
Moore G. & Diehl, W. (2019). Handbook of Distance Education. Fourth Edition. Routledge.
Moore, M. G. (2013). Handbook of distance education. Routledge.
Peters, O. (2003). Learning with new media in distance education. En M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 87-112). Routledge.
Pittman, V. (2003). Correspondence study in the American university: A second historiographic perspective. En M.G Moore & W. G Anderson (Eds.), Handbook of distance education (pp. 21-35). Routledge.
Quinn, D. M.; Cooc, N.; McIntyre, J. & Gomez, C. J. (2016). Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity. Educational Researcher, 45(8), 443-453. https://doi.org/10.3102/0013189X16677965
Suri, G. & Sharma, S. (2013) The Impact of Gender on Attitude towards Computer Technology and E-Learning: An Exploratory Study of Punjab University, India. International Journal of Engineering Research, 2, 132-136.
United Nations Educational, Scientific and Cultural Organization (Unesco). (2020). La educación en tiempos de la pandemia de covid-19. Informe covid-19. Oficina Regional de Educación para América Latina y el Caribe. https://www.cepal.org/es/publicaciones/45904-la-educacion-tiempos-la-pandemia-covid-19
Unión Internacional de Telecomunicaciones (UIT). (2020). Reunión del grupo de expertos en indicadores de TIC en el hogar. https://www.itu.int/en/ITU-D/Statistics/Documents/events/egh2020/IDI2020_BackgroundDocument_S.pdf
Van-Deursen, A. (2020). Digital Inequality During a Pandemic: Differences in COVID-19-Related Internet Uses and Outcomes among the General Population. Journal of Medical Internet Research, 22(8), 1-13. https://doi.org/10.2196/20073
Von-Prümmer, C. (2000). Women and Distance Education: Challenges and Opportunities. Routledge. https://doi.org/10.4324/9780203992296
Wakahiu, J. & Shaver, R. (2015). Perception and Experience of Distance Learning for Women: Case of the Higher Education for Sisters in Africa (HESA) Program in West Africa. Journal of Education & Social Policy, 2(3), 93-110. http://jespnet.com/journals/Vol_2_No_3_September_2015/12.pdf
Wang, C.; Pan, R.; Wan, X.; Tan, Y.; Xu, L.; Ho, C. S. & Ho, R. C. (2020). Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. https://doi.org/10.3390/ijerph17051729
World Health Organization. (2020). Joint Leaders’ statement -Violence against children: a hidden crisis of the COVID-19 pandemic. WHO. https://www.who.int/news/item/08-04-2020-joint-leader-s-statement---violence-against-children-a-hidden-crisis-of-the-covid-19-pandemic#:~:text=Leader's%20Statement&text=The%20COVID%2D19%20pandemic%20is,based%20violence%20and%20sexual%20exploitation
DOI: http://dx.doi.org/10.32870/Ap.v16n1.2449
Métricas de artículo
Metrics powered by PLOS ALM
Enlaces refback
- No hay ningún enlace refback.
Apertura vol. 16, núm. 2, octubre de 2024 - marzo de 2025, es una revista científica especializada en innovación educativa en ambientes virtuales que se publica de manera semestral por la Universidad de Guadalajara, a través de la Coordinación de Recursos Informativos del Sistema de Universidad Virtual. Oficinas en Av. La Paz 2453, colonia Arcos Sur, CP 44140, Guadalajara, Jalisco, México. Tel.: 3268-8888, ext. 18775, www.udgvirtual.udg.mx/apertura, apertura@udgvirtual.udg.mx. Editor responsable: Dr. Rafael Morales Gamboa. Número de la Reserva de Derechos al Uso Exclusivo del Título de la versión electrónica: 04-2009-080712102200-203, e-ISSN: 2007-1094; número de la Reserva de Derechos al Uso Exclusivo del Título de la versión impresa: 04-2009-121512273300-102, ISSN: 1665-6180, otorgados por el Instituto Nacional del Derecho de Autor. Número de Licitud de Título: 13449 y número de Licitud de contenido: 11022 de la versión impresa, ambos otorgados por la Comisión Calificadora de Publicaciones y Revistas Ilustradas de la Secretaría de Gobernación. Responsable de la última actualización de este número: Sergio Alberto Mendoza Hernández. Fecha de última actualización: 25 de septiembre de 2024.