Educación remota en pandemia: análisis de factores emocionales y académicos en universitarios

• Autores: Escandón-Nagel, Neli, García-Hormazábal, Ricardo, Hernández Nodarse, Mario, Villarroel Henríquez, Verónica
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/203358
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109/27019; https://hdl.handle.net/20.500.14657/203358; https://doi.org/10.18800/psico.202501.007
• Nivel de acceso: acceso abierto
• Materia: Higher education; Remote education; Pandemics; Participation; College students; Enseñanza superior; Educación remota; Pandemia; Participación; Estudiantes universitarios; Enseignement supérieur; Éducation à distance; Pandémie; Étudiants universitaires; Ensino superior; Educação remota; Participação; Estudantes universitários; https://purl.org/pe-repo/ocde/ford#5.01.00

The main objective of the research was to analyze remote education in a pandemic experienced by Spanish-speaking university students from 9 countries, through the application of a Remote Learning Questionnaire in Higher Education. Factorial analysis of the instrument, applied to 1136 Spanish-speaking university students, identified five dimensions: Satisfaction with didactic and ethical principles, Self-perception in learning, Diversity and collaboration in assessment, Material conditions, Teachers’ interest in student well-being. All factors correlated positively with student participation. Perception of plagiarism and copying is lower with higher satisfaction with didactic and ethical principles of education and high self-perception of learning. High presence of positive emotions enhances the perception of the educational process, participation, and academic integrity. Findings invite a rethinking of post-pandemic education.