Véliz Campos, MauricioContreras, DanielaFacultad de Educación y Ciencias Sociales2023-08-222023-08-222023https://repositorio.unab.cl/xmlui/handle/ria/52704Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)The novel COVID-19 pandemic forced many universities worldwide to move from campus-based to emergency remote teaching (ERT) to allow students to continue learning. Focusing on that specific context, the aim of this study was to explore the challenges and affordances of an emergency remote teaching (ERT) synchronous-asynchronous model to foster learning effectiveness in virtual classrooms within the Community of Inquiry framework (CoI) as perceived by a group of Chilean university EFL teachers. A qualitative research method was undertaken to obtain deeper insights into the participants’ perceptions. Six instructors were purposively selected to participate in semi-structured interviews. The results revealed four main challenges, namely (i) connectivity issues and lack of adequate electronic devices; (ii) teachers’ lack of instruction in online teaching; (iii) students’ lack of participation in online synchronous lessons; and (iv) unreliability of assessment instruments. When examining those challenges through the lens of the CoI framework, results suggested that they had negative effects on the three CoI presences, which provide indicators to assess effective online learning environments. Moreover, findings revealed that as teachers increased their digital self-efficacy, they began perceiving technology as an affordance to promote effective learning in online learning settings. This study has practical implications for researchers, course designers, teachers, and students at universities concerning curriculum re-design for ERT and fully online courses using the CoI framework to ensure effective learning.enInglésMetodologíaInvestigacionesEstrategias de EnseñanzaEducación a DistanciaCOVID-19 pandemia, 2020Tesis