Virtual Learning-Service in times of health emergency: an experience of academic reinforcement of teachers in training

Abstract

The health crisis has accelerated the virtualization of learning processes in contexts where there is reduced connectivity and limited training in technologies applied to education. To counteract the negative effects produced by the pandemic, a virtual Service-Learning project (VSL) is proposed, where university students develop academic virtual sessions of reinforcement through playful strategies for children between 4 and 11 years old from Quito. This article evaluates process like planning and evaluation on higher education field. Its effects are detailed from the analysis of the perception surveys of the self-evaluation system of Social University Responsibility in AUSJAL to students (23), teachers (11) and families (73) linked to the program. After the analysis of the proposed instruments, stands out that the students relearned to design their teaching interventions in a real context to which they were not accustomed, the strengthening of civic commitment to reduce the perceived social inequality gap and the reduction of the negative effects derived from the pandemic on the learning and socio-emotional state of children and infants. In this sense, ICT applied in an VSL project promote participation and social interaction; they favor the teachers learning and acquire meaning to give continuity to the university bonding processes.