Keywords
online education
face-to-face education
teaching methodologies
face-to-face education
teaching methodologies
How to Cite
Salvatierra Vera, R. R., Barreiro Zambrano, T. del R., Saldarriaga Santana, F. N., Mendoza Saltos, R. E., & Alcívar Vera, M. (2022). Comparative study of face-to-face and virtual learning modalities. Minerva, 1(Special), 86-97. https://doi.org/10.47460/minerva.v1iSpecial.83
Abstract
This paper analyzes university students' academic performance between the periods before the COVID-19 pandemic and the period of the pandemic. Different scientific materials from the Scopus database are analyzed to recognize the possible factors that could alter school motivation and, consequently, the grade point average. The grades of students in eight subjects are also analyzed. The main results show that it is impossible to establish a single criterion to recognize the reasons that make young people lower their grades. In addition, it was observed that teaching methodologies are essential for improvements in the learning process.
References
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[12] O. Fernández Aquino, P. Medina Zuta y E. Román Cao, «Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic,» Education Sciences, vol. 11, nº 12, pp. 818-843, 2021.
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[14] N. Goyal, A. I. Abdulahad, J. A. Privett, A. Verma, M. Foroozesh y T. S. Coston, «Student Grade Evaluation, Survey Feedback and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana,» Education Sciences, vol. 11, nº 12, pp. 818-829, 2022.
[15] S. Srinivasan, J. A. Lopez Ramos y N. Muhammad, «A Flexible Future Education Model-Strategies Drawn from Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 557-575, 2021.
[16] Unknown, «Fundamentos Comunicativos en Ambientes Virtuales,» 20 april 2015. [En línea]. Available: http://comunicacionenambientesairtuales.blogspot.com/2015/04/modelos-de-la-educacion-para-la.html.
[2] G. Li, H. Luo, J. Lei, S. Xu y T. Chen, «Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19,» Education Sciences, vol.12, nº 4, pp. 245-263, 2022.
[3] N. N. Pokrovskaia, V. L. Leontyeva, M. Y. Ababkova y F. D’Ascenzo, «Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning,» Education Sciences, vol. 11, nº 10, pp. 592-614, 2021.
[4] C. Papademetriou, S. Anastasiadou, G. Konteos y S. Papalexandris, «COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education,» Education Sciences, vol. 12, nº 4, pp. 261-287, 2022.
[5] R. Nazempour, H. Darabi y P. C. Nelson, «Impacts on Students’ Academic Performance Due to Emergency Transition to Remote Teaching during the COVID-19 Pandemic: A Financial Engineering Course Case Study,» Education Sciences, vol. 12, nº 3, pp. 202-215, 2021.
[6] C. Dubois, A. Vynohradova, A. Svet, R. Eckardt, M. Stelmaszczuk-Górska y C. Schmullius, «Impact of COVID-19 on eLearning in the Earth Observation and Geomatics Sector at University Level,» Education Sciences, vol. 12, nº 5, pp. 334-360, 2022.
[7] D. Bylieva, J.-C. Hong, V. Lobatyuk y T. Nam, «Self-Regulation in E-Learning Environment,» Education Sciences, vol. 11, nº 12, pp. 785-807, 2021.
[8] C. Checa-Morales, C. De-Pablos-Heredero, Y. Guiselli Torres, C. Barba y A. García, «Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model,» Education Sciences, vol. 11, nº 12, pp. 820-831, 2021.
[9] B. C. Colclasure, A. Marlier, M. F. Durham, T. Durham Brooks y M. Kerr, «Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 556-589, 2021.
[10] S. Katic, F. V. Ferraro, F. I. Ambra y M. L. Iavarone, «Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries,» Education Sciences, vol. 11, nº 10, pp. 595-612, 2021.
[11] R. Gonzalez, H. Sørum y K. Raaen, «Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives,» Education Sciences, vol. 12, nº 3, pp. 152-168, 2022.
[12] O. Fernández Aquino, P. Medina Zuta y E. Román Cao, «Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic,» Education Sciences, vol. 11, nº 12, pp. 818-843, 2021.
[13] M. E. Benalcázar, L. Barona, Á. L. Valdivieso, V. H. V. D. Vimos y S. C. J., «Educational Impact on Ecuadorian University Students Due to the COVID-19 Context,» Education Sciences, vol. 12, nº 1, pp. 17-34, 2022.
[14] N. Goyal, A. I. Abdulahad, J. A. Privett, A. Verma, M. Foroozesh y T. S. Coston, «Student Grade Evaluation, Survey Feedback and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana,» Education Sciences, vol. 11, nº 12, pp. 818-829, 2022.
[15] S. Srinivasan, J. A. Lopez Ramos y N. Muhammad, «A Flexible Future Education Model-Strategies Drawn from Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 557-575, 2021.
[16] Unknown, «Fundamentos Comunicativos en Ambientes Virtuales,» 20 april 2015. [En línea]. Available: http://comunicacionenambientesairtuales.blogspot.com/2015/04/modelos-de-la-educacion-para-la.html.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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