Digital Skills During Emergency Remote Teaching, for VUCA Environments

Abstract

The confinement caused by COVID-19, led to the physical closure of Peruvian universities, without interruption of the educational service, the research corresponds to a private university licensed by the National Superintendence of Higher University Education, The objective was to analyze digital skills during the exercise of emergency remote teaching, in situations of Volatility, Uncertainty, Complexity and Ambiguity, (identified by the acronym VUCA) by undergraduate and graduate teachers from a private Peruvian university. Using quantitative methodology, a questionnaire was applied that shows Digital skills at the basic level decreased from 36% to 6%, while the advanced level went from 12% to 36%. Sensory (visual, auditory) and intellectual or learning adaptations were developed by teachers during virtual tutoring, listening, reading, answering questions also predominated, time dedication and use of space and time in virtual environments increased. of learning, the digital technologies that have facilitated distance learning have been 100% synchronous videoconferences, 85% use of collaborative tools, digital resources, platform and Internet connection. Digital skills the basic level decreased from 36% to 6%, the advanced level went from 12% to 36%. The sensory (visual, auditory) and intellectual or learning adaptations were developed by the teachers during the virtual tutorial, listening, reading, answering questions predominated, time dedication and use of space increased, time in the virtual environments of learning, the digital technologies that have facilitated distance learning have been 100% synchronous videoconferences, 85% collaborative tools, digital resources and the Internet.