Percepción de la educación virtual en tiempos de COVID 19, de los estudiantes de la licenciatura en administración de empresas de la facultad de ciencias económicas y administrativas extensión Sinaloa de Leyva

Abstract

The pandemic affected the education sector worldwide causing the suspension of classes at all levels, so schools implemented various strategies to facilitate the teaching and learning process to continue with classes, while at the same time safeguarding the health of all; at the beginning of online education, teachers used various means of communication to be in contact with students and deliver virtual sessions, among them the Moodle platform that the university made available under the name of Aula Virtual UAS, also used Zoom, Google Classroom, Google Meet, WhatsApp and email. This article aims to analyze the perception of virtual education in times of COVID 19, of the students of the Bachelor's Degree in Business Administration of the Faculty of Economics and Administrative Sciences Sinaloa de Leyva Extension of the Autonomous University of Sinaloa (UAS). The method used in the research was the mixed method that involves a quantitative and qualitative process. The approach of the study is descriptive as it seeks to collect information on what happened during the pandemic in the field of virtual education to detail what happened, the structured interview and the questionnaire were used to collect the information. The results of the study show that 100% of the students had not previously received virtual classes, and their feelings were disconcerted by this modality, as well as exposed the inequality in the conditions of low-income students, who were the most affected. This study presents the impact it had on the institution, demonstrating that one of the drawbacks was the dropout rate and the number of new students since the number of new students dropped significantly from the start date of the confinement. As for the school's management of the crisis, it took various actions to improve communication between academic and administrative staff during the pandemic and also implemented strategies to detect students who did not enter the virtual platform, providing follow-up and attention to reduce the dropout rate.