Virtual Teaching from the Perspective of Faculty at the Catholic University of El Salvador
Keywords:
Faculty experiences, virtual modality, teacher-student interactions, communication, facilitator role, teaching methods, technological tools, support needsAbstract
This descriptive research explores the experiences of faculty members teaching in virtual modalities at the Catholic University of El Salvador. The study analyses the communication established with students, teaching methods, and the support needs encountered in virtual educational settings.
Data were collected through interviews and observation of course activities on the platform. Participating faculty members came from the faculties of Engineering and Architecture, Sciences and Humanities, Health Sciences, and Business Sciences. The main categories of analysis included teacher-student communication and interaction, experiences as virtual educators, roles as facilitators, use of technological tools, and support needs.
The results indicate that faculty members initially faced significant challenges and frustration. However, through ongoing training and experience, they gradually adapted to the virtual modality and developed a favourable attitude toward teaching in this format. At the same time, they expressed the need for continuous support, the development of teaching skills suited to virtual education, and regular professional training opportunities.
