Resumo
La pandemia de COVID-19 ha transformado profundamente las estrategias educativas empleadas en diversos cursos universitarios. En particular, los cursos de Agronegocios no han sido ajenos a estos cambios. El objetivo del estudio fue explorar la percepción del estudiantado de Agronomía respecto a cómo las adaptaciones pedagógicas requeridas durante la pandemia, incluida la transición entre modalidades presenciales y virtuales, afectaron su motivación y capacidad de adaptación a las nuevas tecnologías. Se llevó a cabo un estudio con 84 estudiantes de grado de la carrera de Agronomía de la Universidad de Costa Rica, Sede Rodrigo Facio, durante el mes de junio de 2022. Las personas participantes completaron un cuestionario estructurado con 30 ítems, en el que se evaluaron aspectos como el perfil demográfico, la conectividad a Internet, la disponibilidad de equipamiento informático, la aceptación de tecnologías virtuales, la percepción sobre la calidad de los contenidos impartidos, y la motivación personal del estudiantado. Los datos recopilados fueron analizados utilizando modelos de ecuaciones estructurales para examinar las relaciones causales entre las variables de interés. Se observó que la motivación personal tuvo un efecto significativo (β=0.23) en la percepción del estudiantado sobre la enseñanza de Agronegocios durante la pandemia. Este estudio subraya la importancia que el estudiantado de Agronomía le otorga a la calidad de la enseñanza por parte del profesorado y a la realización de actividades prácticas como impulsoras clave de su motivación en el aprendizaje de los contenidos de Agronegocios.
Referências
Alhammadi, Salah. (2021). The effect of the COVID-19 pandemic on learning quality and practices in higher education—using deep and surface approaches. Education Sciences, 11(9), 462. https://doi.org/10.3390/educsci11090462
Brinson, James R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. https://doi.org/10.1016/j.compedu.2015.07.003
Canosa, Adela., Serrato, Jennifer., Migues, Alicia., y Mayo, David. (2021). Ciencias cognitivas y educación: Una propuesta de diálogo. Sophia, Colección de Filosofía de la Educación, 30, 43-70. https://doi.org/10.17163/soph.n30.2021.01
Davis, Fred., Bagozzi, Richard., y Warshaw, Paul R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
Dhawan, Shivangi. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
de Souza-Esquerdo, Vanilde., Sieber, Shana., y Bergamasco, Sonia. (2022). Challenges of teaching Rural Extension: Practices and methodologies in the production of knowledge with family farmers. Revista Brasileira De Educacao Do Campo, 7, e14751. https://periodicos.ufnt.edu.br/index.php/campo/article/view/14751
Grabau, Larry. (2008). Teaching and learning in agronomy: One hundred years of peer-reviewed conversations. Agronomy Journal, 100(3), S108-S116. https://doi.org/10.2134/agronj2006.0369c
Hedjazi, Yousef., y Omidi, Maryam. (2008). Factors Affecting the Academic Success of Agricultural Students at University of Tehran, Iran. Journal of Agricultural Science and Technology, 10(3), 205-214. https://jast.modares.ac.ir/article-23-11903-en.pdf
Kline, Rex. (2011). Principles and practice of structural equation modeling (3rd ed.). The Guilford Press.
Koenig, Johannes., Jaeger-Biela, Daniela., y Glutsch, Nina. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Mahler, Robert L. (2021). The pros and cons of teaching soil fertility live versus online. Natural Sciences Education, 50(1), e20053. https://doi.org/10.1002/nse2.20053
Martin, Florence., y Bolliger, Doris. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092
McKim, Aaron., Sorensen, Tyson., y Burrows, Michelle. (2021). The COVID‐19 pandemic and agricultural education: An exploration of challenges faced by teachers. Natural Sciences Education, 50(1), e20060. https://doi.org/10.1002/nse2.20060
Mehra, Vandana, y Omidian, Faranak. (2012). Note For Editor: Development An Instrument To Measure University Students’ Attitude Towards E-Learning. Turkish Online Journal of Distance Education, 13(1), 34-51. https://dergipark.org.tr/en/pub/tojde/issue/16899/176118
Mehta, Prashant. (2021). Teachers’ readiness to adopt online teaching amid COVID-19 lockdown and perceived stress: Pain or panacea? Corporate Governance: The International Journal of Business in Society, 21(6), 1229-1249. https://doi.org/10.1108/CG-09-2020-0385
Mortazavi, Forough., Salehabadi, Raha., Sharifzadeh, Masoume., y Ghardashi, Fatameh. (2021). Students’ perspectives on the virtual teaching challenges in the COVID-19 pandemic: A qualitative study. Journal of Education and Health Promotion, 10(1), 59. https://doi.org/10.4103/jehp.jehp_861_20
Ramlall, Indranarain. (2017). Applied Structural Equation Modelling for Researchers and Practitioners: Using R and Stata for Behavioural Research. Emerald Group Publishing Limited.
Sangeeta, y Tandon, Urvashi. (2020). Factors influencing adoption of online teaching by school teachers: A study during COVID‐19 pandemic. Journal of Public Affairs, e2503. https://doi.org/10.1002/pa.2503
Thien, Stephen., Buckley, Meghan., y McFee, William. (2008). A Century of Agronomic Education. Agronomy Journal, 100(S3), 89-102. https://doi.org/10.2134/agronj2006.0368c
Valsaraj, Blessy Prabha, More, Bhakti, Biju, Seena, Payini, Valsaraj., y Pallath, Vinod. (2021). Faculty experiences on emergency remote teaching during COVID-19: A multicentre qualitative analysis. Interactive Technology and Smart Education, 18(3), 319-344. https://doi.org/10.1108/ITSE-09-2020-0198
Van Wart, Montgomery., Ni, Anna., Medina, Pamela., Canelon, Jesus., Kordrostami, Melika., Zhang, Jing., y Liu, Yu. (2020). Integrating students’ perspectives about online learning: A hierarchy of factors. International Journal of Educational Technology in Higher Education, 17(1), 53. https://doi.org/10.1186/s41239-020-00229-8
Wang, Chih-Hsuan., Shannon, David M., y Ross, Margaret E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779
Zhang, Jing., Addae, Helena M., Bakeman, Melissa., Boyraz, Maggie., Flaherty, Patrick T., Habich, Matthew., Johnson, Ann., Phillips, Anna., y Schreihans, Cynthia. (2020). Management Students’ Perceptions of Online Teaching Quality. E-Journal of Business Education & Scholarship of Teaching, 14(2), 33-52. https://eric.ed.gov/?id=EJ1276542
Comentários
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 Alexis Villalobos Monge, Mario Villatoro-Sánchez, Gustavo Quesada Roldán, Melissa Aguzzi Fallas, Carlos Loría Quirós