Perceived Learning of Students During the Pandemic and Associated Contextual and Pedagogical Factors

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dc.article.number1364000
dc.contributor.authorMatamala, Carolina
dc.contributor.authorClaro, Magdalena
dc.contributor.authorHinostroza, J. Enrique
dc.date.accessioned2024-10-15T07:00:17Z
dc.date.available2024-10-15T07:00:17Z
dc.date.issued2023
dc.description.abstractThe research objective was to know the perceived learning of primary and secondary students during remote teaching and the contextual and pedagogical factors that explain said perception. A quantitative methodology based on the application of a survey was used. The survey, validated through a panel of experts, was applied to a non-probabilistic sample of 8,538 students (4,598 primary and 3,940 secondary) from the Araucania Region of Chile, who were selected based on their educational level and their attendance to public schools that agreed to be part of the study. The results allow us to determine that despite the change in teaching modality, more than a third of the students consider that they have learned a lot during the first year of the pandemic, being elementary school students from urban areas and with access to technology, who presented a more excellent perception of learning. The main pedagogical factors that explain the perceived learning are communication with teachers, attending classes by videoconference, responding to worksheets or assignments, and learning the subject autonomously using various resources. These results allow us to conclude that central aspects of the perceived learning during remote teaching in a pandemic were frequent interaction with teachers and accessing resources, both for accompanied and autonomous study. On the other hand, they confirm the disadvantage of students without Internet connectivity, particularly those from rural areas.
dc.description.funderCOLMED
dc.description.funderColegio Médico de Chile
dc.description.funderComisión Nacional de Investigación Científica y Tecnológica
dc.description.funderFondo Nacional de Desarrollo Científico y Tecnológico
dc.description.funderCARE Chile UC
dc.format.extent1491 páginas
dc.fuente.origenWOS
dc.identifier.doi10.14201/eks.30399e30399
dc.identifier.eissn2213-33453
dc.identifier.issn2444-8729
dc.identifier.pubmedid35580739
dc.identifier.scopusidSCOPUS_ID:85133348824
dc.identifier.urihttps://doi.org/10.14201/eks.30399e30399
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88226
dc.identifier.wosidWOS:001025347600001
dc.information.autorucFacultad de Educación; Claro Tagle, Magdalena Maria; S/I; 65344
dc.issue.numero6
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final1491
dc.pagina.inicio1480
dc.relation.ispartofJournal of Clinical and Experimental Hepatology
dc.revistaEDUCATION IN THE KNOWLEDGE SOCIETY
dc.rightsregistro bibliográfico
dc.subjectperceived learning remote education
dc.subjectCOVID-19 K-12
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titlePerceived Learning of Students During the Pandemic and Associated Contextual and Pedagogical Factors
dc.typeartículo
dc.volumen24
sipa.codpersvinculados65344
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-10-2024
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