Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

In this project, an analysis is made of the perception of teachers of Higher Education Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). A statistical analysis of teachers’ views on the academic environment caused by the COVID-19 crisis is carried out for the change of educational scenarios from school to home through VLP, the support for teaching–learning knowledge of VLPs and the received training, and the main problems during the transition period. Through convenience sampling, data was collected for a statistical study using a developed instrument (Data collection was designed through the Google Forms application and distributed to public and private HEI teachers). The results of the study showed that more than 60% of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. In addition, the main issues they faced were connectivity, student attitude, and student attendance at class sessions. Fisher’s test was conducted to determine the relationship in the variables analyzed by identifying that there are differences of teachers in perception depending on age

Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

In this project, an analysis is made of the perception of teachers of Higher Education Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). A statistical analysis of teachers’ views on the academic environment caused by the COVID-19 crisis is carried out for the change of educational scenarios from school to home through VLP, the support for teaching–learning knowledge of VLPs and the received training, and the main problems during the transition period. Through convenience sampling, data was collected for a statistical study using a developed instrument (Data collection was designed through the Google Forms application and distributed to public and private HEI teachers). The results of the study showed that more than 60% of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. In addition, the main issues they faced were connectivity, student attitude, and student attendance at class sessions. Fisher’s test was conducted to determine the relationship in the variables analyzed by identifying that there are differences of teachers in perception depending on age

The Impacts of COVID-19 on Technological and Polytechnic University Teachers

University teachers have adapted to different situations during the development of distance learning due to the pandemic caused by the COVID-19 virus. This study was conducted by assigning a data collection instrument to 993 teachers who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs) to determine how they were affected by COVID-19. The questions asked were related to the social, economic, academic, emotional, and health effects experienced. The results show that 63% of the teachers working online complained that online teaching invaded their family privacy; 56% pointed out that working from home and the virtual classes affected their performance as teachers; 90% of the teachers thought that they dedicated too much extra to preparing for their classes; 15% were stressed; 4% felt negative under the new teaching scheme of virtual classes; finally, 38% of the teachers stated that repeated interaction with electronic devices had a lot of negative impacts on their emotional wellbeing. By means of a G-test, it was determined that gender was independent from the studied effects. Through a multiple correspondence analysis (MCA), it was determined that, of the total number of teachers who responded to the questionnaire, half were comfortable with the online teaching model and the other half were not. The most impacted effects were the economic, training and connectivity independently from the gender

The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico

The contingency measures put in place by the government during COVID-19 exposed the students to a new condition to which they must adapt. To understand how the students perceive and cope during the unplanned, changed learning mode, we conducted a study using an evaluation tool which seeks to understand the effect of the contingency measures associated with the emergence of the COVID-19 virus on the students. By assigning a data collection instrument to students who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs), we determined how they were affected by COVID-19. The questions intended to evaluate the social, economic, academic, emotional, and health effects experienced. A total of 6596 students were assessed in the study representing an appropriate percentage of the Mexican students. The outcome of the study showed that 12% of the students agreed with the online approach to learn adopted because of the contingency. A total of 39% reported that they have a good environmental space for online learning, 32% reported that they mostly take their classes via their mobile phones, and 3% said they lacked access to an internet facility and as such could not take their classes. A total of 14% reported that they have little access to the internet, while 42% reported that they regularly have internet, and both complained that internet fluctuation significantly affects their academic performance. Comparing the different modes of teaching, 52% believe an in-person class is the best approach to learning, but 22% agreed that a hybrid system will be effective. Through a multiple correspondence analysis (MCA) it was determined that, in the effects, there was no significant difference in relation to gender. The effects that most impacted the students were economic, connectivity, and a lack of physical activity