Challenges of virtual education from the perspectives of university teachers

Abstract

Virtual education is a fundamental part of the current information and knowledge society; therefore, it is important to assess the experiences of teachers in their role of training professionals and the challenges involved in their work. In this context, the research focused on understanding the main challenges of virtual education from the perspective of university teachers. A hermeneutic phenomenological research design was adopted, under the qualitative approach. The sample (n=16) was selected non-probabilistically by convenience, with the inclusion criteria being teachers with more than 4 years of experience in teaching virtual classes; a semi-structured interview guide with 8 guiding questions was applied to them, for a total of 7 in-depth interviews and two focus groups. The main findings include challenges such as time organization, lack of interaction and commitment of students, management of technological tools, and frustration due to lack of personal connection. It is concluded that to overcome these obstacles, continuous training in the use of interactive digital resources is necessary, but also in effective time management strategies focused on emotional well-being