Educarchile’s 2nd Survey “Vinculando Aprendizajes” (Connecting Learning), counting with 1,438 respondents, revealed that most educators holding online classes connect simultaneously with their students -to teach the content-, mirroring classroom dynamics. It also revealed that more than half of the teachers are interested in furthering their educational resources specifically for online modalities once the pandemic is over.
The pandemic has changed teaching methods in schools and lyceums, and teachers have had to learn how to deliver their educational work through a screen. When the class is online and the teacher connects at the same time as the students, it is called synchronous (live) mode. Whereas, when the teacher implements educational content for the student to develop in a different chronological time, it is called asynchronous mode
Which of these modes predominates among educational institutions? Between April 13 and May 14, educarchile’s portal, an initiative of Fundación Chile and the Chilean Ministry of Education, applied the 2nd Survey “Vinculando Aprendizajes” , which included teachers, kindergarten educators, managers/directors, assistants, and education professionals from all over the country.
One of the main findings of the survey, which gathered 1,438 responses, was that most teachers, giving online classes, are doing so in the synchronous mode (77%). Of this percentage, 60% use the synchronous mode with the entire class and 17% with groups of students.
On the other hand, asynchronous learning, which requires for the teacher to develop specially designed educational resources for this modality, such as audiovisual capsules and interactive games, and for the students to organize their time to carry out the learning process, have been used less frequently. Only 10% stated that this is the modality they use the most.
For Marco Ávila, teacher and educarchile’s Contents Coordinator, the circumstances are far from normal and, therefore, amid this true state of emergency, getting children and young people to learn under either of the two modes is an achievement that should in itself be appreciated. In his opinion, both modes have advantages and allow for the development of different skills, which should be kept in mind when planning learning activities to implement the prioritized curriculum.
“For instance, the synchronous mode allows for the students to communicate ideas, discuss them, and present prototypes; while in the asynchronous mode it is possible for them to deploy competencies associated with research, argumentation, and hypothesis development autonomously. The asynchronous mode makes us think that in this new approach, there are some answers on how to motivate learning and how to reach high levels in the development of skills. We have seen how, after the exposition of a brief introductory capsule by a teacher, a child will research, select information, arrange ideas, expose them, and argue a hypothesis. Thus, this student deals with learning autonomously. I would see this period as one of infinite gains regarding the school experience, in spite of it also being highly stressful,” says Marco Ávila.
Now, in a likely scenario of overcoming the pandemic, 53% of those surveyed would like to continue creating resources for synchronous and asynchronous online learning such as recorded classes, online guidebooks or capsules. This is undoubtedly an indicator that, despite the critical circumstances, educational innovation is an interest of teachers that should be encouraged and supported by providing relevant continuing education.
This result is consistent with the training needs for 2021: 64% indicate that teaching/learning methodologies suitable for hybrid formats are a training need, and 61% consider that they require support in the management of applications and/or tools to implement their remote classes.
The purpose of this 2nd Survey “Vinculando Aprendizajes” was to get to know first-hand the specific realities of the different school communities, their needs in the context of the pandemic, and to use this feedback when designing the tools and resources to support the educational work that is openly and freely available in the country’s oldest educational portal.
The survey was answered by 79% female and 20% male respondents: Most of them live in the Metropolitan Region (23%), followed by the Atacama (21%) and Valparaiso (10%) regions. Regarding the type of establishment, 39% indicated working in a municipal establishment, 28% in a subsidized private establishment, and 22% in an establishment managed by a Local Educational Service, that is to say, it counted mostly with the participation of schools that receive state contributions.