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The global health crisis of 2020 forced higher education institutions to an accelerated transition to virtuality, a phenomenon that tested the technological and pedagogical resilience of the Panamanian education system. In this context of urgency, this study analyzes the teaching-learning experience in the virtual modality in the Faculty of Education Sciences of the Regional University Center of Azuero (CRUA) during the first semester of 2020, a period of abrupt transition. Through a quantitative and descriptive approach, questionnaires were applied to 67 students and 17 teachers to assess their perception of the digital divide, institutional support, pedagogical practices and emotional well-being. The results revealed a significant asymmetry in the perceptions of both groups: while 94.1% of the teacher’s reported satisfaction with their tools and practices, a considerable portion of the students perceived the experience as problematic, reporting that 60% faced an inadequate connection speed and 80% did not receive the necessary technological resources from the institution. Likewise, a gap in communication was evidenced, since while 70.6% of teachers rated it as fluent, 80% of students reported problems or lack of fluency in it, exacerbating a generalized feeling of stress and disorientation. The study confirms that the digital divide and the limited didactic training of teachers were structural obstacles that affected the quality of the experience. It is concluded that there is a plausible relationship between the quality of pedagogical strategies and the perception of students.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
