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Study habits developed by mexican higher education students during the complexity of the COVID-19 pandemic
(MDPI, 2023-05-30) George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Rocha Estrada, Francisco Javier; Ruíz Ramírez, Jessica Alejandra; https://ror.org/03ayjn504; Reichgelt, Han
During the first 700 days of the COVID-19 pandemic in Mexico, higher education institutions adopted different types of technology-supported learning to provide continuity of teaching activities. The pandemic forced students to change their study habits to face the challenges of learning in the distance modality while using technologies for learning and knowledge. In this research, a questionnaire called “Survey of Study Habits for University Students after more than 700 days of the Pandemic in Mexico” was applied to inquire about habits that were strengthened or emerged in undergraduate and graduate university students who participated in non-face-to-face learning environments during the pandemic. The study involved 3000 students from public (n = 1500) and private (n = 1500) universities located in six areas of Mexico (comprising 32 states). The findings indicated that most of the students acquired at least one digital device and expanded their internet service, and perceived an improvement in their self-study skills and greater autonomous learning development.
Evaluation of a virtual campus adapted to web-based virtual reality spaces:assessments of teachers and students
(Frontiers in Education, 2022-06-17) Rocha Estrada, Francisco Javier; Glasserman Morales, Leonardo David; Ruiz Ramírez, Jessica Alejandra; George Reyes, Carlos Enrique; Instituto Tecnológico y de Estudios Superiores de Monterrey
Educational institutions have continuously adapted to new realities in school education, accelerated recently by the COVID-19 pandemic’s transformation of learning modalities. This article analyzes teachers’ and Students’ acceptance of a web-based virtual reality (WebVR) tool called Virtual Campus proposed to overcome the limitations of teaching strategies using video conferencing platforms. To measure the acceptance of the Virtual Campus, we designed an instrument based on the Technology Acceptance Model (TAM) that involves variables related to online contexts, the future perception of using the tool, skills development, and appreciation and recommendation. The results indicate that the participants favorably accepted WebVR technology as an alternative teaching methodology in emerging learning scenarios and intend to use it post-pandemic. The best-valued elements were interactions in the socialization spaces, the simulation of presence, and the environmental dynamics. The principal areas of opportunity for improvement were overcoming technical problems and improving the internet connection quality; however, these did not affect the participants’ recommendations. Future studies should incorporate variables related to analyzing learning mediated by WebVR-based strategies and using different methodological designs to compare the findings.

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