Abstract

The main goal of this study is to characterize Chilean distance education processes during the COVID-19 pandemic from the experience of professors and students. Theoretical aspects are assessed in relation to the best-know distance education practices, gender, and field of study. Two online closed-answer instruments are applied to assess perceptions on technological conditions, surrounding environment, digital skills, professorstudent relationships, teaching and evaluation processes, and emotions. The sample consists of 1750 students and 654 professors from 34 Chilean universities. The results show multiple cross-cutting elements that differ according to year of study, student gender, and university program. It is concluded that there is a need for professor training in pedagogy, for reinforcing student-professor dialogue, and for developing improved assessment practices that integrate feedback, collaborative work, and the inclusion of distance education teaching strategies that are different from that of face-to-face education.