The survey and an emerging pedagogical relationship in higher education
A cross-case analysis of Argentina and Sweden in COVID-19 isolation context
DOI:
https://doi.org/10.35305/revistairice.vi41.1445Keywords:
pandemic, pedagogical relationship, higher education, survey, socio-materialityAbstract
The closure of educational institutions in response to the pandemic produced by COVID-19 has generated an intense debate over the teaching methods of contemporary societies. In the higher education sector, the analog/digital ensemble reflected in the conflation of the “forced virtualization” with the social isolation generates a new sociotechnical entity. In this context, the focus is put on surveying the students. Online surveys are an element of the asynchronous platforms for teaching and learning. Besides, there are specific applications that are free and provide the teachers with the ability to apply and process large amounts of information about their students quickly.
The present cross-case analysis in two countries: Sweden (n=34) and Argentina (n=88), explores via an online survey, the students’ experiences of studying at the university during the pandemic. These two countries opted to virtualize higher-level activities although they followed different sanitary policies. This work explores the pedagogical relationships that emerge during the first months of the pandemic. The analysis of the students’ responses is grounded in an interpretive perspective in education, and a qualitative methodology. Taking a socio-material lens of such experiences, the analysis identifies material and motivational conditions of an emerging pedagogical relationship from the students’ perspectives in the contemporary context.
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