Asertividad comunicacional en los procesos académicos en época de pandemia en las Instituciones de Educación Superior

Abstract

Communicational assertiveness in academic processes allows higher education institutions to respond in a pertinent way with social responsibility in changing environments and scenarios with academic and scientific projects and links with society that contribute to improving the quality of life of the population. The objective of the research was to determine the incidence of assertive communication in academic processes in times of pandemic, specifically it was sought to analyze, identify and establish, techniques, learning climate and its applicability in virtual environments, through assertive communication channels articulate essential activities. The methodology used was quantitative, non-experimental descriptive design, it consisted of applying Likert scale surveys to a sample of 285 teachers, 371 students, 236 administrative personnel and an assertiveness test applied to academic coordinators; Among its main results there is evidence of a fragile communicational assertiveness between teachers and students in online classrooms, with special attention to elements such as the use of language, handling of expressions, thoughts, feelings and emotions. It is concluded that Universities should continue to promote with holistic humanistic pedagogy, the same one that has given the transforming and non-dominating meaning to education, consequently it is necessary to promote training programs for the development of teaching skills in virtual learning through the use of assertive techniques for teaching, with emphasis on the generation of two-way teacher-student dialogues with critical thinking in the search for the truth.