The training continuity students during the pandemic
Abstract
The objective of the research was to assess the training continuity of postgraduate students during the COVID-19 pandemic to determine its permanent incorporation and use upon returning to in-person learning. The methodological approach was quantitative with a descriptive scope. Information was collected using a structured questionnaire based on a Likert-type scale, covering dimensions such as access and type of device, teaching methodologies, digital resources used, and student satisfaction. The results showed that active methodologies promote peer collaboration and the use of digital teaching materials, enhancing students' skills in analyzing, arguing, synthesizing, and assessing. Significant differences were found regarding gender in training continuity based on emergency remote teaching (t = 4.365, p = 0.000); however, no significant differences were identified for gender in the use of active methodologies (t = 0.167, p = 0.485). Significant differences by educational program were found in training continuity based on emergency remote teaching (t = 4.811, p = 0.000) and in the use of active methodologies (t = 5.034, p = 0.000).
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