Abstract:

The pandemic caused by Covid-19 has caused changes in the life and behavior of humans. Teaching and learning in universities are not immune to this change. The study analyzes the migration from face-to-face to virtual activities at the Faculty of Higher Studies Zaragoza, UNAM. Method:. A questionnaire in electronic format with fifteen questions on a Likert scale and one open question was developed and piloted in ten teachers, the instrument was adjusted. During the month of February 2022, the questionnaire was applied to 505 teachers of the 1880 hired, of the nine undergraduate degrees, of the Department of Foreign Languages, Department of Sports Activities, and Postgraduate of the FES Zaragoza UNAM, by sending email through a Google Forms form. The database was analyzed in the Excel and SPSS version 22 programs. For the qualitative question, content analysis was used through categories.

The instrument explores the effects of migrating to a virtual environment on issues such as technology management, workload, repercussions on physical and mental aspects. Results. Migration to the virtual environment has caused anguish, work overload, fatigue and physical discomfort in the teachers surveyed. The academic experience during the pandemic increased the demand for courses and workshops on the management of ICTs. The referred period allowed us to glimpse the possibility of migrating to a hybrid or mixed university education in the short term.

Derived from the quantitative results, a digital literacy program has been developed so that teachers have the skills and abilities to manage technology and didactics in these new environments, as well as workshops to avoid stress and inconvenience. physical causes of this new normal.

In this study, various stress-generating factors have been identified, so it is imperative to attend to them individually or in a collegiate manner and always with the support of the various academic-administrative areas. Mainly offer counseling or therapy spaces to attend to physical or emotional alterations derived from social isolation and work in spaces outside the classroom, in the same way it is necessary to modify the rhythms and times of work to somehow alleviate the deficiencies derived from the services network or computer equipment that is available.

The current scenario is a hybrid system that is nourished by the main formal components of both the face-to-face system and the online system, which must necessarily lead to redefining the criteria and regulations for the design, restructuring, and evaluation of study plans and programs. higher level with the committed participation of the various agents of curricular determination.

Finally, it is considered essential that the student, as a subject of learning, recognizes himself as responsible for his training process, assuming his commitments and working collaboratively with his teachers to achieve the professional goals that have been proposed.

Keywords:

Virtual Learning Environments, Teaching Practice, COVID-19.