ABSTRACT
The experiences that higher education students have with technology and learning with the support of technological resources can generate feelings of stress and anxiety. Understanding whether or not students are ill-adapted to technology is of utmost importance to understand the extent to which changes are needed in the teaching and learning process. With this purpose, the students' perceptions about the technology, namely its familiarity, the ease of use, the utility of technological resources, levels of satisfaction with learning from remote learning, and levels of technostress during the confinement period due to the COVID-19 pandemic were evaluated. Several statistical methods were applied, including the multiple correspondence analysis and the k-means clustering algorithm, in order to obtain a partition of students based on their perceptions and experiences in the course of remote learning. The results revealed three distinct profiles concerning students' perceptions about their relationship with technology. Copyright © 2022, IGI Global.