Organization of the learning context in times of pandemic: student perceptions.

Emma Patricia Morales Bueno, Rosario Margarita Santos Rodas

Producción científica: Capítulo del libro/informe/acta de congresoContribución a la conferenciarevisión exhaustiva


One of the greatest challenges that arose during times of pandemic has been the one that the educational system in general and particularly university education had to face. The need to adapt to the new context that demanded an immediate transformation of the teaching modalities towards the remote or non-face-to-face mode required both teachers, students, and institutions to rethink their usual schemes of the teaching-learning process. The level of transformation has been variable, depending on the facilities and resources available in each context and situation. In addition, factors related to the training of teachers in the use of digital tools, the necessary changes in the roles assumed by teachers and students, among others, have had important effects on the success of the different adaptation proposals to the virtual mode. Currently, most of the institutions are in the process of returning to the face-to-face mode, however, the need to evaluate the different aspects of the work carried out to identify those that contributed positively to the training process and incorporate them into the new planning is recognized. The purpose of this work was to collect the perception of the students about different aspects related to the transformation of a first-year Chemistry course in a Peruvian university into a virtual mode. A survey designed for the study was used and it was considered three dimensions: course design, design components, teacher and student attitudes and skills. The reliability of the instrument as Cronbach's alpha was 0.912. The survey was applied during the years 2020 and 2021 to a total of 180 students. The results showed that the students positively identified and valued aspects related to the organization of content and its coherence with the objectives of the course, as well as the components used as autonomous learning resources. The students also recognized aspects related to the development of their skills for autonomous work, but they gave it less value than the aspects related to design and its components.
Idioma originalEspañol
Título de la publicación alojadaConference name: 15th annual International Conference of Education, Research and Innovation
Número de páginas5
EstadoPublicada - 1 ene. 2022

Citar esto