Educational Innovation due to Covid-19:
a Comparative Perspective in the Mexican Context
DOI:
https://doi.org/10.25087/resur11a11Keywords:
Covid-19, Pandemic, Educational innovation, Comparative education, PostgraduateAbstract
The health contingency due to Covid-19 has changed the way teaching and learning are conceptualized in the 21st century. This article presents a systematization of educational experiences in two university settings during the pandemic: Universidad Autónoma Metropolitana (Mexico City, Mexico) and Tecnológico de Monterrey (Monterrey, Mexico). Starting from a conceptualization of innovation as a practice of social adaptation (González-Nieto, Fernández-Cárdenas & Reynaga-Peña, 2019) and from community inquiry networks (Garrison, Anderson and Archer, 1999), this article addresses the innovative educational practices of two teachers drawing from a comparative methodological perspective (Manzon, 2018). This research considers the principles of participatory-action research (Ander-Egg, 2003) as a reference to carry out a process of systematization of the university environment (Jara, 2018), with the purpose of informing the successful teaching practices that can be incorporated in other contexts and academic periods. To carry out the analysis, factors such as the funding origin of the university (public / private), its educational level (undergraduate / postgraduate), technological platforms, the topics addressed, the forms of evaluation, the pedagogic strategies, and the educational policy of each educational institution. The results indicate that the comparison in education is a key element to promote collegiate work and educational innovation, that the formation of learning communities has a positive impact on the formation of digital identities and their corresponding academic success, and that the use and interactive design of technological platforms affects the good practices of remote teaching. This study, therefore, responds to the urgent need to rethink educational paradigms, which is why it becomes a starting point to systematize new pedagogical experiences and their corresponding capabilities in emergency contexts, such as that of health contingency by Covid-19.
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