This article examines how the COVID-19 pandemic has transformed the educational environment, focusing on distance education from the perspective of university students at the University of Extremadura, Spain.
In a context marked by confinement measures and social distancing, educational institutions have been forced to transition from face-to-face teaching to virtual learning models.
The research explores digital equity and how the personal and family context of students affects their access to and effectiveness in distance education, highlighting variations in the educational experience based on socioeconomic and educational levels of families.
The study employs a mixed-methodology approach to provide a comprehensive picture of this forced transition. Surveys and interviews were conducted to gather data on students' experiences with distance education, assessing both the technological infrastructure available in their homes and their perceptions of the quality of learning received.
Preliminary findings indicate significant challenges in adapting to this new format for both students and teachers, and reveal a digital divide that disproportionately affects those of lower educational and economic levels.
This article provides crucial analysis to understand the dynamics of education in times of crisis and suggests paths towards a more inclusive and adaptive educational model.
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How to cite: Pérez López, E., Vázquez Atochero, A., & Cambero Rivero, S. (2021). Distance Education in COVID-19’s Period: An Analysis from the Perspective of University Students. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 331–350. https://doi.org/10.5944/ried.24.1.27855
