Perception study of university students about their learning process in times of COVID -19
Abstract
Educational processes are essential for students to have meaningful learning that includes theoretical, heuristic and axiological knowledge of the different subjects, which will be vital for them to acquire the necessary skills that they will use later in their professional and work environment. Prior to the pandemic generated by covid-19, the highest percentage of enrollment at the Universidad Veracruzana was found in the schooled modality; however, due to confinement, as of March 2020, classes had to be taught in a modality that the institution itself called mixed. This left a problem, since neither teachers nor students were prepared for such a transition, which was aggravated due to the lack of adequate technological infrastructure and competences to carry out the new teaching-learning processes. For this reason, the objective of this research was to carry out a comparative, descriptive and parametric analysis of the learning process of higher education students in the face-to-face and virtual modalities to determine the actions that can be do. The work was of an exploratory type, since the subject of analysis had not been sufficiently studied; because it was explanatory because the causes were found that allowed a deeper description of the problem in question. The research approach was quantitative. Among the most significant results we can point out that students who had fewer periods in the face-to-face modality have a greater preference over returning to face-to-face class; On the other hand, those who had a greater number of face-to-face periods perceived that they should continue their classes in the virtual modality. Another result was the preference on how to return to class so that learning is meaningful. Likewise, it will be concluded that there is an association between the dimensions analyzed, although since they are weak or very weak correlations, we cannot conclude on the sustainability of the existing connection; therefore, it is risky to affirm that there is a relationship between the way in which students take their classes and their learning process.
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