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20th LACCEI International Multi-Conference for Engineering, Education Caribbean Conference for Engineering and Technology, LACCEI 2022 ; 2022-July, 2022.
Article in Spanish | Scopus | ID: covidwho-2091230

ABSTRACT

The present investigation "virtual learning and coping with stress in university students in the context of the Covid-19 pandemic", the objective of this investigation is to determine the relationship of the virtual environment of learning and coping with stress. It is a non-experimental quantitative investigation of correlational level with a sample of 233 students, for these questionnaires were used for data collection. The hypothesis could be tested and the non-parametric chi-square statistics and Spearman's correlation were used. Finally, it was concluded that there is a direct relationship between the virtual learning environment variables and coping with stress. These results are important for making decisions regarding the application of teaching strategies that must be adapted to this context. © 2022 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.

2.
International Journal of Evaluation and Research in Education ; 11(2):744-752, 2022.
Article in English | Scopus | ID: covidwho-1934605

ABSTRACT

This study analyzed the perception of Mechanical Engineering and Systems Engineering students in the process of evaluating teacher performance in online teaching due to the COVID-19 pandemic. This was descriptive-correlational research. The results showed that the Systems Engineering students performed a better perception with the class session management factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The topic factor has the greatest strength on the qualification of the overall performance factor, with a constant Pearson's correlation of 0.964. The Mechanical Engineering students showed a better perception with the class session planning factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The didactic strategies factor being the one that has the greatest strength on the qualification of the overall performance factor, with a correlation constant Pearson's of 0.983. © 2022, Institute of Advanced Engineering and Science. All rights reserved.

3.
International Journal of Evaluation and Research in Education ; 10(4):1221-1228, 2021.
Article in English | Scopus | ID: covidwho-1626354

ABSTRACT

This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning;while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor. It means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%. © 2021, Institute of Advanced Engineering and Science. All rights reserved.

4.
International Journal of Emerging Technologies in Learning ; 16(16):242-250, 2021.
Article in English | Scopus | ID: covidwho-1395064

ABSTRACT

This present describes the results of the evaluation regarding the self-perception of personal and social attitudes acquired by university students from an engineering faculty at a state university in Peru, in the context of virtual teaching and learning, declared by the health emergency by COVID-19;For which the following objectives were proposed, to determine the variation or impact that the self-perception of personal and social attitudes experienced, having as reference scenarios, the academic semester with face-to-face teaching (academic semester 2019B) and then the academic semester developed totally virtual (2020A). An exploratory-descriptive research level was used, with a longitudinal non-experimental design, whose population and sample is made up of 674 and 761 students, in the 2019B and 2020A semesters respectively. The data collection instruments were validated through Cronbach's Alpha, whose average results per academic semester were 0.960 and 0.958. After the investigation, it was found that there is no negative impact, due to virtual teaching;On the contrary, on average, there was an increase in all levels of satisfaction, increasing the level very satisfied by 52.8% and the level satisfied by 3.25%. © 2021, International Journal of Emerging Technologies in Learning. All Rights Reserved.

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