From face-to-face to virtual learning: implications for the student body of the National University of Costa Rica during the present Pandemic.

Abstract

This article shows the impact of methodological shift in the learning process, from face-to-face to virtual teaching as result from the Pandemic, on the student body at the Campus Liberia, Chorotega Regional Section of the National University of Costa Rica. 373 questionnaires were applied in all the Campus carriers. The study describes the difficulties related to the different aspects of the technology employed. As result of this investigation, it was found that students perceive that they have had to invest much more time in their coursework, and the learning process has been harder compared to face-to-face classes. Students reports that virtual classes are confusing, too long, or excessive homework. Its noteworthy the perception by students of a rise in anxiety due to an excessive academic coursework. The research shows that students consider that this change in teaching modality has negatively affected their academic performance. Thus, the student body believes, as well as professors, that they should be adequately trained in the appropriate use of the instruments for virtual teaching/learning.