REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA
The study analize students' perceptions about the change in educational modality, from in-person to virtual, in the context of post-COVID-19 transition. Despite the influence of various variables on the preference for a modality, at least two elements emerge as favorable for online education: a...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2024
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45924 |
| Aporte de: |
| id |
I10-R376-article-45924 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-376 |
| container_title_str |
Integración y Conocimiento |
| language |
Español |
| format |
Artículo revista |
| topic |
self-regulation in learning; adjustment to online education; higher education; Argentina autorregulación en el aprendizaje; adaptación a la educación en línea; educación superior; Argentina autorregulação na aprendizagem; adaptação à educação online; Educação superior; Argentina |
| spellingShingle |
self-regulation in learning; adjustment to online education; higher education; Argentina autorregulación en el aprendizaje; adaptación a la educación en línea; educación superior; Argentina autorregulação na aprendizagem; adaptação à educação online; Educação superior; Argentina Cuttica, Mariela REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| topic_facet |
self-regulation in learning; adjustment to online education; higher education; Argentina autorregulación en el aprendizaje; adaptación a la educación en línea; educación superior; Argentina autorregulação na aprendizagem; adaptação à educação online; Educação superior; Argentina |
| author |
Cuttica, Mariela |
| author_facet |
Cuttica, Mariela |
| author_sort |
Cuttica, Mariela |
| title |
REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| title_short |
REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| title_full |
REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| title_fullStr |
REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| title_full_unstemmed |
REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA |
| title_sort |
remote or face-to-face modality. what do first-year university students prefer? a case study in argentina |
| description |
The study analize students' perceptions about the change in educational modality, from in-person to virtual, in the context of post-COVID-19 transition. Despite the influence of various variables on the preference for a modality, at least two elements emerge as favorable for online education: a conducive environment and proactivity in self-regulation. The research, of a descriptive, transversal and quantitative nature, was carried out with first-year students at an Argentine university. In order to characterize the perceptions about online education, factor analysis was used to explain the responses obtained, the related variables were grouped into five dimensions: context, adjustment to virtuality, appropriation of technologies, performance and virtual flexibility. Likewise, the hypothesis tests indicate significant relationships between the preference for the remote modality and the dimensions of adjustment to virtuality, performance and virtual flexibility, while no significant relationships are observed with the context or the appropriation of technologies. In accordance with the results, evidence is provided and suggestions are presented to address the challenges faced by higher education institutions in a dynamic context such as the current one. |
| publisher |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45924 |
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AT cutticamariela remoteorfacetofacemodalitywhatdofirstyearuniversitystudentspreferacasestudyinargentina AT cutticamariela modalidadremotaopresencialqueprefierenlosestudiantesuniversitariosdeprimeranouncasodeestudioenargentina AT cutticamariela modalidaderemotaoupresencialoquepreferemosestudantesdauniversidadeumestudodecasonaargentina |
| first_indexed |
2024-09-03T23:06:28Z |
| last_indexed |
2025-02-05T22:24:03Z |
| _version_ |
1823257912689033216 |
| spelling |
I10-R376-article-459242024-08-01T23:30:35Z REMOTE OR FACE-TO-FACE MODALITY. WHAT DO FIRST-YEAR UNIVERSITY STUDENTS PREFER? A CASE STUDY IN ARGENTINA Modalidad remota o presencial ¿Qué prefieren los estudiantes universitarios de primer año? Un caso de estudio en Argentina MODALIDADE REMOTA OU PRESENCIAL: O QUE PREFEREM OS ESTUDANTES DA UNIVERSIDADE? UM ESTUDO DE CASO NA ARGENTINA Cuttica, Mariela self-regulation in learning; adjustment to online education; higher education; Argentina autorregulación en el aprendizaje; adaptación a la educación en línea; educación superior; Argentina autorregulação na aprendizagem; adaptação à educação online; Educação superior; Argentina The study analize students' perceptions about the change in educational modality, from in-person to virtual, in the context of post-COVID-19 transition. Despite the influence of various variables on the preference for a modality, at least two elements emerge as favorable for online education: a conducive environment and proactivity in self-regulation. The research, of a descriptive, transversal and quantitative nature, was carried out with first-year students at an Argentine university. In order to characterize the perceptions about online education, factor analysis was used to explain the responses obtained, the related variables were grouped into five dimensions: context, adjustment to virtuality, appropriation of technologies, performance and virtual flexibility. Likewise, the hypothesis tests indicate significant relationships between the preference for the remote modality and the dimensions of adjustment to virtuality, performance and virtual flexibility, while no significant relationships are observed with the context or the appropriation of technologies. In accordance with the results, evidence is provided and suggestions are presented to address the challenges faced by higher education institutions in a dynamic context such as the current one. El estudio indagó las percepciones de los estudiantes acerca del cambio de modalidad educativa, de presencial a virtual, en el contexto de transición post-COVID-19. A pesar de la influencia de diversas variables en la preferencia por una modalidad, al menos dos elementos emergen como favorables para la educación en línea: un entorno propicio y la proactividad en la autorregulación. La investigación, de carácter descriptivo, transversal y cuantitativo, se llevó a cabo con estudiantes de primer año en una universidad argentina. Con el fin de caracterizar las percepciones sobre la educación en línea, se usó el análisis factorial para explicar las respuestas obtenidas, las variables afines se agruparon en 5 dimensiones: contexto, adaptación a la virtualidad, apropiación de tecnologías, desempeño y flexibilidad virtual. Asimismo, las pruebas de hipótesis señalaron relaciones significativas entre la preferencia por la modalidad remota y las dimensiones de adaptación a la virtualidad, desempeño y flexibilidad virtual, mientras que no se observaron relaciones significativas con el contexto ni con la apropiación de tecnologías. En concordancia con los resultados, se aporta evidencia y se presentan sugerencias para abordar los retos que enfrentan las instituciones de educación superior en un contexto dinámico como el actual. O estudo analisou a percepção dos estudantes sobre a mudança da modalidade educacional, de presencial para virtual, no contexto da transição pós-COVID-19. Apesar da influência de diversas variáveis na preferência por uma modalidade, pelo menos dois elementos emergem como favoráveis à educação online: um ambiente propício e a proatividade na autorregulação. A pesquisa, de natureza descritiva, transversal e quantitativa, foi realizada com alunos do primeiro ano de uma universidade argentina. Para caracterizar as percepções sobre a educação online, utilizou-se a análise fatorial para explicar as respostas obtidas, as variáveis relacionadas foram agrupadas em 5 dimensões: contexto, adaptação à virtualidade, apropriação de tecnologias, desempenho e flexibilidade virtual. Da mesma forma, os testes de hipóteses indicam relações significativas entre a preferência pela modalidade remota e as dimensões de adaptação à virtualidade, desempenho e flexibilidade virtual, enquanto não são observadas relações significativas com o contexto ou a apropriação de tecnologias. De acordo com os resultados, são apresentadas evidências e apresentadas sugestões para enfrentar os desafios enfrentados pelas instituições de ensino superior num contexto dinâmico como o atual. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2024-08-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45924 Integración y Conocimiento; Vol. 13 No. 2 (2024): Integración y Conocimiento ; 161-182 Integración y Conocimiento; Vol. 13 Núm. 2 (2024): Integración y Conocimiento ; 161-182 Integración y Conocimiento; v. 13 n. 2 (2024): Integración y Conocimiento ; 161-182 2347-0658 10.61203/2347-0658.v13.n2 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45924/46122 Derechos de autor 2024 Integración y Conocimiento https://creativecommons.org/licenses/by-nc-sa/4.0 |