La presencia social en una enseñanza remota de emergencia (ERT) en inglés durante Covid-19
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https://doi.org/10.26817/16925777.967Palabras clave:
Covid-19, presencia social, Enseñanza Remota de Emergencia (ERT), enseñanza de inglésResumen
Muchas instituciones educativas tuvieron que mover sus clases presenciales a virtuales de una manera abrupta debido a la pandemia causada por el coronavirus 2019 (Covid-19). En esta reflexión, un profesor de inglés como lengua extranjera describe su experiencia social en una Enseñanza Remota de Emergencia (ERT) cuando hizo el cambio de la modalidad presencial a la virtual. Basado en la presencia social descrita por Rourke et al. (2001) y Swan (2019), tres elementos se encontraron en su experiencia pedagógica: estrategias de enseñanza cohesivas, estrategias de enseñanza afectivas y estrategias de enseñanza interactivas. Algunos de los ejemplos de estas estrategias incluyen preguntar por la salud mental de los estudiantes, brindar consejos y mantener la videocámara encendida. Las conclusiones sugieren que es de gran importancia que los participantes se presenten como seres humanos y toquen sus propias realidades durante los tiempos de la pandemia. Las recomendaciones incluyen no solo realizar prácticas evaluativas como la autoevaluación, la evaluación por pares y el examen para realizar en casa, sino también monitorear el proceso durante los tiempos de emergencia.
Palabras clave: Covid-19, presencia social, Enseñanza Remota de Emergencia (ERT), enseñanza de inglés
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