Formation of University Student During the Pandemic: A Virtual Ethnography Approach
Abstract
This research sought to understand the formation of the teaching-learning process based on the interactions of university students and the teacher in virtual settings during confinement due to covid-19. From the perspective of virtual ethnography, the social interactions, academic vicissitudes and educational values that emerged during the fieldwork were studied. The sample consisted of 31 first-semester students of the Basic Accounting subject of the International Business degree at the Universidad Autónoma de Sinaloa during the 2020-2021 school year. Through non-participant observation, the interactions between teacher-students and student-students developed in the online sessions, WhatsApp group and Moodle platform were recorded. In addition, group and individual interviews were conducted with the students and the facilitator. The information obtained was triangulated with the theory to later make a description of the social meanings. Among the results, it stands out that the social interactions in the virtual educational process were not easy, there were long silences. Regarding the academic vicissitudes, the facilitator was a fundamental piece for their development, she had the planning of the subject from the beginning and activated the previous knowledge. Finally, the students expressed that they did learn. Although not without complications, they managed their learning and time. Most, however, would not want to have this learning experience again.
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