Diagnosis of the direction of the teaching-learning process. Case study: Society and Educational Policy

Diagnóstico de la dirección del proceso de enseñanza-aprendizaje. Caso asignatura “Sociedad y Política Educativa”

Abstract

This research aimed to understand how the teaching-learning process is managed in the online course "Society and Educational Policy" at the Technical University of Manabí. The methodology employed was based on a qualitative approach and a single-case study design, using observation, documentary analysis, and interview techniques. The results showed that the planning and organization of teaching processes do not depend solely on the instructor, but rather follow institutional guidelines. While the management of the process finds its aspect of greater autonomy for the instructor in activities where the instructor has synchronous contact with students, and the review of activities is not rigorously evaluated. It is concluded that the direction of teaching-learning processes within the online modality limits autonomy in some itens related to the teacher's role. However, synchronous classes restore that space where teachers feel they can freely incorporate activities, which brings them closer to achieving the objective. Assessment is diminished due to the number of students assigned per teacher.

KEYWORDS: direction; online modality; teaching and learning process.