The article "Change from Face-to-Face to Virtual Mode during Confinement due to Covid-19: Perceptions of University Students" addresses a central issue in higher education during the pandemic: the abrupt transition from face-to-face learning to a fully virtual mode.
This sudden shift posed significant challenges for both faculty and students, who had to quickly adapt to new technological tools and teaching methods.
Specifically, in the case of students in the Early Childhood Education degree program at the University of Murcia, the article examines their perceptions of teaching strategies, the use of Information and Communication Technologies (ICT), and the emotional impacts of this new educational environment.
From a conceptual framework, the article is positioned at the intersection of educational technology and pedagogy, emphasizing the importance of planning in virtual teaching to ensure effective learning.
Through an analysis of students' perceptions, the study highlights the need to improve digital competence among both teachers and students, as well as to adapt teaching and assessment strategies to the online environment.
The study reveals a consensus regarding deficiencies in resources and communication, stressing the importance of creating educational experiences that not only replicate face-to-face learning but also harness the unique pedagogical opportunities offered by e-learning.
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How to cite: Casero Béjar, M. de la O., & Sánchez Vera, M. del M. (2022). Change from Face-to-Face to Virtual Mode during Confinement due to Covid-19: Perceptions of University Students. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 243–260. https://doi.org/10.5944/ried.25.1.30623
