Virtual Teaching from the perspective of faculty at Universidad Catolica de El Salvador

Abstract

This descriptive research explores the experiences of faculty members teaching in virtual modalities at the Catholic University of El Salvador. The study analyses 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 were from various faculties: 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.

Results indicate that faculty initially faced challenges, but with ongoing training, they adapted to the virtual modality and developed a favourable attitude towards teaching in this format. However, they expressed the need for continuous support, enhanced teaching skills tailored to the virtual setting, and regular training opportunities.