Higher Education, Innovation and Teaching: Scope and Limitations of Virtuality as an institutional strategy
Abstract
This text presents the results of an investigation in a higher education institution where, as of 2015, under the intention of improving educational quality indicators—and especially coverage—hours of face-to-face classes were replaced by the use of a virtual platform in the subjects of all its study programs. The objective of this analysis is aimed at analyzing the limitations that, from the teacher's perspective, characterize teaching through technology in a state public university in Mexico. This through a qualitative design, a phenomenological approach and the application of a semi-structured interview to 32 teachers attached to the institution. The results mainly reveal three situations: the feeling of uncertainty regarding the use of the virtual platform, the apparent lack of interest in implementing new didactic strategies and the concern for an incentive to teach in virtuality. Consequently, there is a need to promote the correct use of the virtual platform through the institutional stimulus program. Likewise, the institution is suggested to promote the development of didactic strategies according to the means available to each teacher, since if the aforementioned is not achieved, it will be difficult to assume teaching through technologies as a successful innovation.
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