Evolving attitudes toward online education in Peruvian university students: A quantitative approach

• Autores: Alania-Contreras, Rubén Darío, Ruiz-Aquino, Mely, Alvarez-Risco, Aldo, Condori-Apaza, Marisol, Chanca-Flores, Aparicio, Fabián-Arias, Eugenia, Rafaele-de-la-Cruz, Mauro, Del-Aguila-Arcentales, Shyla, Davies, Neal M., Ortiz de Agui, Maria Luz, Yáñez, Jaime A.
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/675902
• Enlace del recurso: http://hdl.handle.net/10757/675902
• Nivel de acceso: acceso embargado
• Materia: Attitude; COVID-19; e-learning; Peru; University students

Introduction: The COVID-19 pandemic has accelerated universities' adaptation process toward online education, and it is necessary to know the students' attitudes toward this online education. Objective: To describe the evolution of the attitude toward online education among social science students at a public university in Peru in the academic year 2020, in the context of the COVID-19 pandemic. Methods: The study uses a quantitative approach, a descriptive level, a non-experimental design, and a longitudinal trend. The sample consisted of 1063 students at the beginning of the class period, 908 during the classes, and 1026 at the end of the class period. The questionnaire for data collection was the Attitude scale toward online education for university students during the COVID-19 pandemic. The data was collected using Google Forms. Results: As a result, the attitude towards online education was predominantly weak negative at the beginning (51.1 %) and during the classes (49.1 %), and weak positive (48.1 %) at the end of the class period. The changes were not significant when comparing the three moments, the levels of attitude toward, intention to adopt, ease of use, technical and pedagogical support, stressors, and need for online education (p-value <0.05). Conclusion: The evolution of the attitude towards online education in the sample had a non-significant positive trend. In the initial and process stages, a weak negative attitude prevailed due to the institution's inexperience and poor digital infrastructure; in the end, the attitude became weak and positive due to the adaptation and need for online education