Study habits, motivation and student stress in virtual learning environments.
Main Article Content
Keywords
Instrument validation, Virtuality, Study habits, Emotions
Abstract
Social isolation, anxiety and depression are the main difficulties or concerns experienced by students during the COVID-19 pandemic, thus improving the ability to adapt to the use of technological resources. The main objective of the study was to describe what is the perception of students about their role as virtual student and how this new educational context influences their emotions and feelings, within their training process. Methodology: exclusively the pilot of the instrument is presented that allows obtaining information that explains the situation of university students in relation to the virtual modality and specifically about their role, study habits and stress conditions The sample used for the pilot of the instrument, with participants, 318 students, between the ages of 18 and 25, and who are enrolled at the undergraduate level and with a heterogeneous socioeconomic stratum. The instrument that was applied was: a selfadministered Liket type survey, the participants were invited through the academic units that are enrolled, Results: As an outstanding result, it is observed that 80.7% of the students and respondents agree that the habits Study are essential to have a good academic performance, however only 65.9% indicate that they often use study techniques that facilitate my learning such as mental or conceptual maps, diagrams, bibliographic records, among others. And 73.8% consider that the way in which teachers convey new knowledge influences their school motivation, and this aspect of support from the facilitator, 64.7% of students agree that the support given by teachers is an important aspect for your motivation. Conclusion: Until now, the instrument in this test phase generates relevant information to know the perception of university students in relation to their role as a student in virtual mode, their study habits, and their emotional situation.
References
Brooks, S, Webster, K., Smith, L, Woodland, L, Wessely, S, Greenberg, N, y Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912-920. doi:10.1016/ S0140-6736(20)30460-8
Cartagena, M. (2008). “Relación entre la autoeficacia, el rendimiento escolar y los hábitos de estudio de secundaria”, Revista Iberoamericana sobre Calidad, Eficacia y cambio en Educación. Recuperado de: http://www.rinace.net/ arts/vol6num3/art3.pdf
Chehaibar, L. (2020). Flexibilidad curricular. Tensiones en tiempos de pandemia. Educación y pandemia. Una visión académica, 83-91.
Escudero, Juan. (1992). La integración escolar de las nuevas tecnologías de la información. Infodidac, Revista de Informática y Didáctica.
Martínez F, Agustín J, Moreno J, (2010). Análisis de la percepción ética entre profesionales del sector educativo. Revista de Investigación Educativa, 28 (2), 385- 401. Recuperado de: https://www. redalyc.org/pdf/2833/283321930010. pdf
INEGI (2018). Encuesta Nacional sobre la Disponibilidad y uso de TIC en hogares. México: INEGI. Recuperado de https:// www.inegi.org.mx/temas/ticshogares/
Instituto Internacional para la Educación Superior en América Latina y el Caribe. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. http://www.ie-salc.unesco.org/ wp-content/uploads/2020/05/COVID19-ES-130520.pdf
Maldonado, G., de los Ángeles, M., Stratta, A., Barrera, A. y Zingaretti, L. (2020). La educación superior en tiempos de covid-19. Análisis comparativo México Argentina. Revista de Investigación en Gestión Industrial, Ambiental, Seguridad y Salud en el Trabajo, 35- 60.
Morelos, E., de Morelos, A. D. E., & de Nayarit, A. (2020). Impacto psicológico en estudiantes universitarios mexicanos por confinamiento durante la pandemia por Covid-19.
PNUD (2019), “Panorama general. Informe sobre Desarrollo Humano 2019. Más allá del ingreso, más allá de los promedios, más allá del presente: Desigualdades del desarrollo humano en el siglo xxi”, Nueva York, consultado el 20 de marzo, 2020.
Rugeles P., Mora B., Metaute P., (2015). El rol del estudiante en los ambientes educativos mediados por las TIC. Rev. Lasallista, vol.12 no.2. Recuperado de: http://www.scielo.org.co/scielo. php?script=sci_arttext&pid=S1794- 44492015000200014#:~:text=Algunas%20 caracter%C3%ADsticas%20del%20rol%20 del,colaborativo%2C%20fundamental%20 para%20contribuir%20al
Saini, V., & Mitteer, D. R. (2020). A review of investigations of operant renewal with human participants: Implications for theory and practice. Journal of the Experimental Analysis of Behavior. doi: 10.1002/jeab.562
Salazar, M. (2020). Escenarios de conversación y aprendizaje. Cultura educación y sociedad, 11(1), 219-234. ht-tps://doi. org/10.17981/cultedusoc.11.1.2020.16
Sanz, I, Sainz, J., & Capilla, A. (2020). Efectos de la crisis del coronavirus en la educación. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Sousa Santos, Boaventura de (2020), La cruel pedagogía del virus, Buenos Aires, clacso, consultado el 23 de octubre de 2020.
UNESCO IESALC. (2020). Covid-19 y educación superior: de los efectos inmediatos al día después. Análisis de impactos, respuesta y recomendaciones. Recuperado de http://www.iesalc.unesco.org/wp-content/ uploads/2020/04/COVID-19-060420- ES-2.pdf
World Economic Forum (WEF). (2020). 3 ways the coronavirus pandemic could reshape education. Recuperado de https://www. weforum.org/agenda/2020/03/3-wayscoronavirus-is-reshaping-educationand-what-changes-might-be-here-tostay/
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Heidi Angélica Salinas Padilla, Universidad Autónoma Del Carmen, México
Doctorate in Education, with a termination in Distance Education and Instructional Design. Full-time Associate Professor C at the Faculty of Educational Sciences of the Universidad Autónoma del Carmen. At the postgraduate level, he is a professor of the core core of the Master's Degree in Innovation and Educational Practices of the CONACYT PNPC register: Curricular Design, Models and Theories of Learning, Technological Evaluation in educational processes. He is a member of the Consolidated Academic Body of Educational Mathematics in which he has developed various research projects with funding, as well as multiple national and international publications. He has the desirable profile of Prodep
Juan José Díaz Perera, Universidad Autónoma Del Carmen, México
Doctor in Educational Technology, Associate Full Time Professor C in the Faculty of Educational Sciences of the Autonomous University of Carmen. He has a Prodep Profile. At the postgraduate level, he is a professor at the base nucleus of the Master's Degree in Innovation and Educational Practices of the PNPC of CONACYT: Leader of the Academic Body of Educational Mathematics. He has Academic scientific production in the Lines of Research and application of knowledge: • Didactics of Mathematics • Educational Technology. He is currently a member of the National System of Researchers of CONACYT.
Cynthia Daniela Alvarez Amezcua, Universidad Autónoma Del Carmen, México
Doctorate in Education, finishing in Distance Education and Instructional Design, Full-time Professor at the Autonomous University of Nuevo León, postgraduate coordinator of the Faculty of Communication Sciences.
Mario Saucedo Fernández, Universidad Autónoma Del Carmen, México
Master in Educational Management and Innovation, Doctor Candidate in Educational Technology, Associate Full Time Professor C at the Faculty of Educational Sciences of the Universidad Autónoma del Carmen. He has a Prodep Profile. Member of the Academic Body of Educational Mathematics. He has Academic scientific production in the Lines of Research and application of knowledge: • Didactics of Mathematics • Educational Technology.