Education, COVID-19 and family in the learning process in Basic General Education
DOI:
https://doi.org/10.35381/r.k.v6i3.1313Keywords:
Learning processes, parent school relationship, family, pandemics. (Words taken from the UNESCO Thesaurus).Abstract
The objective of this research is to analyze the degree of family involvement in the learning process of students in the context of the COVID-19 pandemic. For this, a descriptive methodology with a mixed approach was used, a survey was applied to a sample of 77 parents. The results obtained show that there is an acceptable degree of involvement of the family in the learning process, however, certain limitations were identified that prevent a more effective accompaniment, being lack of time, ignorance of contents, as well as the management of technological resources the most significant. Faced with this, the proposal is to implement an effective family plan of action that will allow adequate time management based on needs, prioritizing control and monitoring of educational activities in a harmonious environment.
Downloads
References
Alfonso, I. (2003). Elementos conceptuales básicos del proceso de enseñanza-aprendizaje. [Basic conceptual elements of the teaching-learning process]. ACIMED, 11(6).
Cano-Hila, A., & Argemí-Baldich, R. (2021). Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being. Sustainability. MDPI, Open Access Journal, 13(7), 1-15. https://doi.org/10.3390/su13073654
CEPAL-UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19. [Education in times of the COVID-19 pandemic]. http://hdl.handle.net/11362/45904
Enríquez, L., & Hernández, M. (2021). Alumnos en pandemia: una mirada desde el aprendizaje autónomo. [Students in a pandemic: a view from autonomous learning]. Revista Digital Universitaria, 22(2).
Formichella, M. M., & Krüger, N. (2020). Pandemia y brechas educativas: Reflexiones desde la Economía. [Pandemic and educational gaps: Reflections from the Economy]. https://ri.conicet.gov.ar/handle/11336/109085
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. [Investigation methodology] (Sexta). McGRAW-HILL / INTERAMERICANA EDITORES, S.A. DE C.V. https://n9.cl/2i4
Instituto Nacional de Estadisticas y Censo INEC. (2018). Tecnologías de la Información y Comunicación. Encuesta Multipropósito-TIC 2018. [Information and Communication Technologies. Multipurpose-ICT Survey 2018].
Méndez, J. & Jaimes, L. (2018). Clima Social familiar e impacto en el rendimiento académico de los estudiantes [Family social climate and impact on the academic performance of students]. Perspectivas, 3(1). 24-43.
Ministerio de Educación. (2020a). Plan Educativo : aprendamos juntos en casa. [Educational Plan: let’s learn together at home]. https://n9.cl/q079e
Ministerio de Educación. (2020b). Plan Educativo : aprendamos juntos en casa. Lineamientos Ámbito Pedagógico Curricular. [Educational Plan: let’s learn together at home. Curricular Pedagogical Area Guidelines]. https://n9.cl/fc0zp
Muñoz-Moreno, J. L., & Lluch-Molins, L. (2020). Educación y Covid-19: Colaboración de las Familias y Tareas Escolares [Education and Covid-19: Collaboration of Families and School Tasks]. Revista Internacional De Educación Para La Justicia Social, 9(3).
Oliveira, C., Oliveira, J., & Azevedo, G. (2021). Parceria entre escola e família no desenvolvimento do aluno durante a a pandemia de Covid 19 [Partnership between school and family in student development during the Covid pandemic 19]. Revista de Estudos Em Educação, 7(1), 70–86.
Pire-Rojas, A. (2020). Instrumento para evaluar la relación escuela-familia en el proceso educativo virtual provocado por la Covid-19 [Instrument to evaluate the school-family relationship in the virtual educational process caused by Covid-19]. Conrado, 16(77), 298-306.
Razeto-Pavez, A. (2016). Estrategias para promover la participación de los padres en la educación de sus hijos: el potencial de la visita domiciliaria [Strategies to promote the participation of parents in the education of their children: the potential of home visit]. Estudios pedagógicos (Valdivia), 42(2), 449-462. https://dx.doi.org/10.4067/S0718-07052016000200026
Torrano, F, Fuentes, J, & Soria, M. (2017). Aprendizaje autorregulado: estado de la cuestión y retos psicopedagógicos [Self-regulated learning: state of the issue and psycho-pedagogical challenges]. Perfiles educativos, 39(156), 160-173.
Vohlonen, A. (2020). COVID-19: Cómo asegurar el aprendizaje de los niños sin acceso a Internet. [COVID-19: How to ensure the learning of children without Internet access]. https://n9.cl/ya57
Published
How to Cite
Issue
Section
License
CC BY-NC-SA : Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y construir sobre el material en cualquier medio o formato solo con fines no comerciales, y solo siempre y cuando se dé la atribución al creador. Si remezcla, adapta o construye sobre el material, debe licenciar el material modificado bajo términos idénticos.
OAI-PMH URL: https://fundacionkoinonia.com.ve/ojs/index.php/revistakoinonia/oai.
