Changes, impact and consequences of the pandemic from the teaching perspective of a University for the Elderly
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Abstract
Population aging is an achievement and a challenge for public and private
institutions. Within active aging, the World Health Organization has
promulgated lifelong learning as the fourth component of a better aging
where the University Programs for the Elderly are the most affected by
confinement. The teachers of these programs had to adapt to the change
and modify their teaching-learning methodologies. Therefore, the
objective of this study is to understand the meanings and senses of the
teachers' experiences as a result of the pandemic in the University System
for the Elderly of the University of Guadalajara. A qualitative methodology was used, referring to a case study with phenomenological interpretation that allows a construction of the meaning that a person gives to an experience. The results show that the virtual transition complicates the
transmission of knowledge, the teachers of the University System for the Elderly had to modify the teaching-learning methodology, and the
pandemic was able to enhance losses as well as gains.
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