School coexistence and social distancing in Mexican college students at Covid-19's pandemic
DOI:
https://doi.org/10.32776/EyC.v13i62.788Keywords:
virtual learning, blended learning environments, school coexistence, community containment, social distancing, Higher EducationAbstract
With the arrival of the COVID-19 pandemic, higher education in Mexico underwent a profound transformation, shifting towards remote learning modalities such as virtual and blended education. Young college students left out classrooms and their social relationships. This article conducts an analysis of the varied modalities and changes experienced by college students, in terms of school coexistence, throughout different phases of remote learning and community containment measures. It examines the temporal progression, educational modalities, and social dynamics among students, drawing on narratives and data gathered from individuals who experienced mandatory social distancing during their college years. The aim is to understand what happened and how coexistence took place among university students at four higher education Institutions in Mexico. In terms of methodology, this study presents the results of an exploratory mixed-methods research approach, consisting of two distinct stages. The first stage adopts a qualitative and exploratory lens, aiming to capture the voices of students through 12 interviews, each lasting 1.5 hours. The second stage employs a quantitative approach, utilizing a questionnaire with 54 questions administered to 1270 higher education institution students. Among the findings, it is highlighted that, from March to December 2020, students coexisted daily with their peers through the use of information and communication technologies. However, in the subsequent period from January to August 2021, a sense of distance and breakdown in social relationships between classmates emerged, particularly due to the no-change classroom dynamic and the community containment routine.
References
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Del Rey, R., Ortega-Ruiz, R., & Casas, J. A. (2019). Asegúrate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16(3), 434. https://doi.org/10.3390/ijerph16030434
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Francisco, S. M., Veiga Simao, A., Costa Ferreira, P., & Das Dores Martins, M. (2015). Cyberbullying: the hidden side of college students. Computers in Human Behavior, 43, 167-182.
Fraser, A., Stockdale, L., Bryce, C., & Alexander, B. (2021). College students’ media habits, concern for themselves and others, and mental health in the era of COVID-19. Psychology of Popular Media, 11(2), 139-151. https://doi.org/10.1037/ppm0000345
Gaeta, L., Rodríguez Guardado, M. del S., Gaeta, M. L., & Malpica, O. (2023). Experiencias de aprendizaje y expectativas académicas en universitarios mexicanos durante la COVID-19. Ciencia y Educación, 7(2), 7–22. https://doi.org/10.22206/cyed.2023.v7i2.pp7-22
Gamersrd (December 21, 2020). Among Us logró obtener 500 millones de usuarios activos mensuales en noviembre 2020. https://gamersrd.com/among-us-logro-obtener-500-millones-de-usuarios-activos-mensuales-en-noviembre/
Jiménez Barraza, V., Garay Núñez, J., & Santos Quintero, M. (2021). Vivencias y experiencias de estudiantes universitarios en ambientes virtuales de aprendizaje en tiempo de confinamiento educativo. Revista Dilemas Contemporáneos: Educación, Política y Valores, 9(44), 1-16. https://doi.org/10.46377/dilemas.v9i.2951.
Kee DMH, Al‐Anesi MAL, & Al‐Anesi SAL (2022). Cyberbullying on social media under the influence of COVID‐19. Global Business and Organizational Excellence, 41(6),11–22. doi: 10.1002/joe.22175. Epub 2022 Jul 6. PMCID: PMC9350190.
Lizarazo Arias, D., & Andión Gamboa, M. (2013). Símbolos digitales. Representaciones de las TIC en la comunidad escolar. Siglo XXI editores y Universidad Autónoma Metropolitana.
MacDonald, C., & Roberts-Pittman, B. (2010). Cyberbullying among college students: prevalence and demographic differences. Procedia – Social and Behavioral Sciences 9, 2003-2009.
Ojeda, M., Del-Rey, R., Walrave, M., & Vandebosch, H. (2020). Sexting en adolescentes: Prevalencia y comportamientos. Comunicar, 64, 9-19. https://doi.org/10.3916/C64-2020-01
Redondo, J., Luzardo-Briceño, M., & García-Lizarazo, K. L. (2017). Impacto psicológico del ciberbullying en estudiantes universitarios: un estudio exploratorio. Revista Colombiana de Ciencias Sociales, 8(2), 458-478. http://dx.doi.org/10.21501/22161201.2061
Rodríguez Figueroa, H. M., Origel Luna, A. M., & Castro Juárez, J. (2023). La convivencia escolar antes, durante y después de la cuarentena en una universidad privada mexicana. IE Revista de Investigación Educativa de la REDIECH, 14, e1855. https://doi.org/10.33010/ie_rie_rediech.v14i0.1855
Schilling, R. & Wang, W. (2023). Cyberbullying victimization and the Covid-19 pandemic: a routine activity perspective. Journal of School Violence, 22, 517-528.
Son, C. Hedge, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on College Students´ Mental Health in the United States: Interview Survey Study. Journal of Medical Internet Research, 22(9), 1-14, e21279. https://www.jmir.org/2020/9/e21279
UNESCO (2020). La educación en tiempos de la pandemia de COVID-19. Online. https://unesdoc.unesco.org/ark:/48223/pf0000374075?posInSet=1&queryId=6606d041-e555-4f06-b4c4-42ea1b4153e9
Vaillancourt T., Szatmari P., Georgiades K., & Krygsman A. (2021). The impact of Covid-19 on the mental health of Canadian children and youth. FACETS, 6, 1628-1648. https://doi.org/10.1139/facets-2021-0078
Vaillancourt T., Brittain H., Krygsman, A., Landon, S., Farrell, A., Saint-Georges, Z. & Vitoroulis, I. (2022). In person versus online learning in relation to students´ perceptions of mattering during Covid-19: A Brief Report. Journal of Psychoeducational Assessment, 40(1), 159-169. https://doi.org/10.1177/07342829211053668
Vallejos-Parás, C. (2023). Formas de convivencia entre universitarios al inicio de la pandemia por Covid-19. En A. Canales Sánchez, G. Carreón Vázquez y A. Maldonado (Coords.). Educación y tecnologías del aprendizaje y el conocimiento. Vol. VIII de Las ciencias sociales en la pos-pandemia. COMECSO.
Vallejos-Parás, C. (2024). “Efectos del distanciamiento social en la convivencia universitaria durante el confinamiento por Covid-19”. Ponencia. XVII Congreso Nacional de Investigación Educativa. México.
Velázquez, L. M. (2017). Adicciones tecnológicas o cuando tu celular inteligente te mete en problemas. Revista Temachtiani, 24(12), 22-55.
Vidal Ledo, M.; Ba González Longoria, M.; Armenteros Vera, I. (2021). Impacto de la COVID-19 en la Educación Superior. Educación Médica Superior, 35(1). 1-15
Wambui, B., Nyambura, H., & Muriuki, N. (2022). An Analysis on the Effectiveness of ICT Integration in Learning in Higher Education Institutions in Covid-19 Era. International Journal of Computer Applications Technology and Research, 11(12), 434-450. https://doi.org/10.7753/ijcatr1112.1009.
Wang, C., Wen, W., Zhang, H. Ni, J. Jiang, J., Cheng, Y. Zhou, M., Ye, L. Feng, Z. Ge, Z., Luo, H., Wang, M., Zhang, X., & Liu, W. (2021). Anxiety, depression and stress prevalence among college students during the COVID-19 pandemic: a systematic review and meta-analysis. Journal of American College Health, 71,2123-2130.
Wilder-Smith, A. & Freedman D.O. (2020). Isolation, quarantine, social distancing and community containment: pivotal role for old-style public health measures in the novel coronavirus (2019-nCoV) outbreak. Journal of Travel Medicine, 27(2), 1-4. https://doi.org/10.1093/jtm/taaa020
Yacob, A., Baharum, Z., Hamzah, W. (2020). ICT Integration to Support Online Learning During the Covid-19. Outbreaks 9, 192-197.
Zúñiga Rodríguez, M. (2023). Representaciones sociales de estudiantes universitarios durante su educación a distancia por pandemia por COVID-19. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 2(35), 97-109. https://doi.org/10.17060/ijodaep.2023.n1.v2.2489
Arana, S. (2020). La evaluación de las emociones dentro del aula virtual universitaria en relación al aislamiento producido por el COVID-19. Cooperación española de cultura/San José.
Areepattamannil, S., & Khine, M. (2017). Early adolescent´s use of information and communication technologies (ICTs) for social communication in 20 countries: examining the roles of ICT-related behavioral and motivational characteristics. Computational Human Behavior, 73, 263-272.
Arriaga Cárdenas, O., & Lara Magaña, P. (2023). La innovación en la educación superior y sus retos a partir del COVID-19. Revista Educación, 47(1), 479- 494. https://dx.doi.org/10.15517/revedu.v47i1.51979
Asociación Nacional de Universidades e Instituciones de Educación Superior (ANUIES) (October 12, 2022). Anuarios Estadísticos de Educación Superior. Ciclo escolar 2019-2020. Online. www.anuies.mx
Bacher-Hicks, A., Goodman, J., Greif Green, J., & Holt, M. (2022). The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying. Insights, 4(3), 353–370. https://doi.org/10.1257/aeri.20210456
BBC News (April 2, 2018). Cómo es Fortnite y por qué se ha convertido en uno de los videojuegos más populares. https://www.bbc.com/mundo/noticias-43599886
Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & James Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
Cao, W., Fang, Z., Hou, G., Han. M., Xu, X., Dong, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research 287, Article 112934.
Casillas Alvarado, M., Ramírez Martinel, A., & Ortega Guerrero, J.C. (2016). Afinidad tecnológica de los estudiantes universitarios. Innovación educativa, 70(16), 151-175.
Del Rey, R., Mora-Merchán, J. A., Casas, J. A., Ortega-Ruiz, R., & Elipe, P. E. (2018). Programa Asegúrate: Efectos en ciberagresión y sus factores de riesgo. Comunicar, 56, 39-48.https://doi.org/10.3916/C56-2018-0
Del Rey, R., Ortega-Ruiz, R., & Casas, J. A. (2019). Asegúrate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16(3), 434. https://doi.org/10.3390/ijerph16030434
Ey Parthenon México (October 20, 2020). Perspectivas de educación superior durante el periodo de confinamiento en México. EY México. https://www.ey.com/es_mx/covid-19/perspectivas-de-educacion-superior
Francisco, S. M., Veiga Simao, A., Costa Ferreira, P., & Das Dores Martins, M. (2015). Cyberbullying: the hidden side of college students. Computers in Human Behavior, 43, 167-182.
Fraser, A., Stockdale, L., Bryce, C., & Alexander, B. (2021). College students’ media habits, concern for themselves and others, and mental health in the era of COVID-19. Psychology of Popular Media, 11(2), 139-151. https://doi.org/10.1037/ppm0000345
Gaeta, L., Rodríguez Guardado, M. del S., Gaeta, M. L., & Malpica, O. (2023). Experiencias de aprendizaje y expectativas académicas en universitarios mexicanos durante la COVID-19. Ciencia y Educación, 7(2), 7–22. https://doi.org/10.22206/cyed.2023.v7i2.pp7-22
Gamersrd (December 21, 2020). Among Us logró obtener 500 millones de usuarios activos mensuales en noviembre 2020. https://gamersrd.com/among-us-logro-obtener-500-millones-de-usuarios-activos-mensuales-en-noviembre/
Jiménez Barraza, V., Garay Núñez, J., & Santos Quintero, M. (2021). Vivencias y experiencias de estudiantes universitarios en ambientes virtuales de aprendizaje en tiempo de confinamiento educativo. Revista Dilemas Contemporáneos: Educación, Política y Valores, 9(44), 1-16. https://doi.org/10.46377/dilemas.v9i.2951.
Kee DMH, Al‐Anesi MAL, & Al‐Anesi SAL (2022). Cyberbullying on social media under the influence of COVID‐19. Global Business and Organizational Excellence, 41(6),11–22. doi: 10.1002/joe.22175. Epub 2022 Jul 6. PMCID: PMC9350190.
Lizarazo Arias, D., & Andión Gamboa, M. (2013). Símbolos digitales. Representaciones de las TIC en la comunidad escolar. Siglo XXI editores y Universidad Autónoma Metropolitana.
MacDonald, C., & Roberts-Pittman, B. (2010). Cyberbullying among college students: prevalence and demographic differences. Procedia – Social and Behavioral Sciences 9, 2003-2009.
Ojeda, M., Del-Rey, R., Walrave, M., & Vandebosch, H. (2020). Sexting en adolescentes: Prevalencia y comportamientos. Comunicar, 64, 9-19. https://doi.org/10.3916/C64-2020-01
Redondo, J., Luzardo-Briceño, M., & García-Lizarazo, K. L. (2017). Impacto psicológico del ciberbullying en estudiantes universitarios: un estudio exploratorio. Revista Colombiana de Ciencias Sociales, 8(2), 458-478. http://dx.doi.org/10.21501/22161201.2061
Rodríguez Figueroa, H. M., Origel Luna, A. M., & Castro Juárez, J. (2023). La convivencia escolar antes, durante y después de la cuarentena en una universidad privada mexicana. IE Revista de Investigación Educativa de la REDIECH, 14, e1855. https://doi.org/10.33010/ie_rie_rediech.v14i0.1855
Schilling, R. & Wang, W. (2023). Cyberbullying victimization and the Covid-19 pandemic: a routine activity perspective. Journal of School Violence, 22, 517-528.
Son, C. Hedge, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on College Students´ Mental Health in the United States: Interview Survey Study. Journal of Medical Internet Research, 22(9), 1-14, e21279. https://www.jmir.org/2020/9/e21279
UNESCO (2020). La educación en tiempos de la pandemia de COVID-19. Online. https://unesdoc.unesco.org/ark:/48223/pf0000374075?posInSet=1&queryId=6606d041-e555-4f06-b4c4-42ea1b4153e9
Vaillancourt T., Szatmari P., Georgiades K., & Krygsman A. (2021). The impact of Covid-19 on the mental health of Canadian children and youth. FACETS, 6, 1628-1648. https://doi.org/10.1139/facets-2021-0078
Vaillancourt T., Brittain H., Krygsman, A., Landon, S., Farrell, A., Saint-Georges, Z. & Vitoroulis, I. (2022). In person versus online learning in relation to students´ perceptions of mattering during Covid-19: A Brief Report. Journal of Psychoeducational Assessment, 40(1), 159-169. https://doi.org/10.1177/07342829211053668
Vallejos-Parás, C. (2023). Formas de convivencia entre universitarios al inicio de la pandemia por Covid-19. En A. Canales Sánchez, G. Carreón Vázquez y A. Maldonado (Coords.). Educación y tecnologías del aprendizaje y el conocimiento. Vol. VIII de Las ciencias sociales en la pos-pandemia. COMECSO.
Vallejos-Parás, C. (2024). “Efectos del distanciamiento social en la convivencia universitaria durante el confinamiento por Covid-19”. Ponencia. XVII Congreso Nacional de Investigación Educativa. México.
Velázquez, L. M. (2017). Adicciones tecnológicas o cuando tu celular inteligente te mete en problemas. Revista Temachtiani, 24(12), 22-55.
Vidal Ledo, M.; Ba González Longoria, M.; Armenteros Vera, I. (2021). Impacto de la COVID-19 en la Educación Superior. Educación Médica Superior, 35(1). 1-15
Wambui, B., Nyambura, H., & Muriuki, N. (2022). An Analysis on the Effectiveness of ICT Integration in Learning in Higher Education Institutions in Covid-19 Era. International Journal of Computer Applications Technology and Research, 11(12), 434-450. https://doi.org/10.7753/ijcatr1112.1009.
Wang, C., Wen, W., Zhang, H. Ni, J. Jiang, J., Cheng, Y. Zhou, M., Ye, L. Feng, Z. Ge, Z., Luo, H., Wang, M., Zhang, X., & Liu, W. (2021). Anxiety, depression and stress prevalence among college students during the COVID-19 pandemic: a systematic review and meta-analysis. Journal of American College Health, 71,2123-2130.
Wilder-Smith, A. & Freedman D.O. (2020). Isolation, quarantine, social distancing and community containment: pivotal role for old-style public health measures in the novel coronavirus (2019-nCoV) outbreak. Journal of Travel Medicine, 27(2), 1-4. https://doi.org/10.1093/jtm/taaa020
Yacob, A., Baharum, Z., Hamzah, W. (2020). ICT Integration to Support Online Learning During the Covid-19. Outbreaks 9, 192-197.
Zúñiga Rodríguez, M. (2023). Representaciones sociales de estudiantes universitarios durante su educación a distancia por pandemia por COVID-19. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 2(35), 97-109. https://doi.org/10.17060/ijodaep.2023.n1.v2.2489
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2024-12-21
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General Articles
How to Cite
Vallejos-Parás, C., & Covarrubias Díaz-Couder, M. A. (2024). School coexistence and social distancing in Mexican college students at Covid-19’s pandemic. Education and Science, 13(62), 128-142. https://doi.org/10.32776/EyC.v13i62.788
