Percepción de aprendizaje de estudiantes durante la pandemia y factores contextuales y pedagógicos asociados
Resumen El objetivo de la investigación fue conocer la percepción de aprendizaje de estudiantes de primaria y secundaria durante la enseñanza remota y los factores contextuales y pedagógicos que explican dicha percepción. Se utilizó una metodología cuantitativa basada en la aplicación de una encuesta, validada a través de panel de expertos, a una muestra no probabilística de 8.538 estudiantes (4.598 de primaria y 3.940 de secundaria) de la Región de La Araucanía de Chile, quienes fueron seleccionados por su nivel educativo y por pertenecer a establecimientos públicos que aceptaron ser parte del estudio. Los resultados permiten determinar que, a pesar del cambio de modalidad de enseñanza, un poco más de un tercio de las y los estudiantes consideran haber aprendido mucho durante el primer año de pandemia, siendo estudiantes de enseñanza básica, del área urbana y con acceso a tecnología quienes presentaron una mayor percepción de aprendizaje. Los principales factores pedagógicos que permiten explicar dicha percepción de aprendizaje son la comunicación con docentes, asistir a clases por videoconferencia, responder guías o tareas y aprender la materia por cuenta propia utilizando diversos recursos. Estos resultados permiten concluir que aspectos centrales en la percepción de aprendizaje durante la enseñanza remota en pandemia fueron una interacción frecuente con los docentes y acceder a recursos, tanto para el estudio acompañado como autónomo. Por otra parte, confirman la desventaja de los estudiantes sin conectividad a Internet, particularmente aquellos de zonas rurales.
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Alavi, M., Marakas, G., & Yoo, Y. (2002). A Comparative Study of Distributed Learning Environments on Learning Outcomes. Information Systems Research, 13(4), 404-415. https://doi.org/10.1287/isre.13.4.404.72
Alqahtani, A., & Rajkhan, A. (2020). E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives. Education Sciences, 10(9), 1-16. https://doi.org/10.3390/educsci10090216
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178-191. https://doi.org/10.1080/00461520.2022.2051513
Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19. Journal of Education and e-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292
Basuony, M., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., & Mohamed, E. (2021). The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of Islamic Marketing, 12(3), 631-648. https://doi.org/10.1108/JIMA-09-2020-0301
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning. Education Tech Research Dev, 68(2), 807-832. https://doi.org/10.1007/s11423-020-09744-x
Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The adolescent community of engagement framework: A lens for research on K-12 online learning. Journal of Technology and Teacher Education, 22(1), 107–129. http://www.editlib.org/p/112371
Castellanos-Reyes, D. (2020). 20 Years of the Community of Inquiry Framework. TechTrends, 64(4), 557-560. https://doi.org/10.1007/s11528-020-00491-7
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Learning with technology during emergencies: A systematic review of K-12 education. British journal of educational technology, 52, 1554-1575. https://doi.org/10.1111/bjet.13114
Delcker, J., & Ifenthaler, D. (2020). Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic. Technology, Pedagogy and education, 30, 125-139. https://doi.org/10.1080/1475939X.2020.1857826
Duque, L. (2014). A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25(1), 1-21. https://doi.org/10.1080/14783363.2013.807677
Erümit, S. F. (2020). The distance education process in K–12 schools during the pandemic period: evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 30, 75-94. https://doi.org/10.1080/1475939X.2020.1856178
Ewing, L.-A., & Cooper, H. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and education, 30, 41-57. https://doi.org/10.1080/1475939X.2020.1868562
Fardoun, H., González, C., Collazos, C., & Yousef, M. (2020). Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia. Education in the Knowledge Society, 21(17), 1-9. https://doi.org/10.14201/eks.23437
Fredericksen, E., Pickett, A., Pelz, W., Swan, K., & Shea, P. (2000). Student Satisfaction and Perceived Learning with On-line Courses - Principles and Examples from the SUNY Learning Network. Journal of Asynchronous Learning Networks, 4(2), 7-41. https://doi.org/10.24059/olj.v4i2.1899
Garg, A. (2021). Online Education: A Learner’s Perspective During COVID-19. Asia- Pacific journal of Management Research and Innovation, 16(4), 279-286. https://doi.org/10.1177/2319510X211013594
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, R., Anderson, T., & Archer, W. (2010). The First decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
Gray, J., & DiLoreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1), 1-20.
Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz, H., Hunter, G., Setodji, C. M., & Young, C. (2020). COVID-19 and the state of K–12 Schools: Results and technical documentation from the spring 2020 American educator panels COVID-19 surveys. Creative Commons Attribution 4.0 International Public License RR-A168-1. https://doi.org/10.7249/RRA168-1
Heissel, J. (2016). The Relative Benefits of Live versus Online Delivery: Evidence from Virtual Algebra I in North Carolina. Economics of Education Review, 53, 99-115. https://doi.org/10.1016/j.econedurev.2016.05.001
Hinostroza, J. E., Matamala, C., Ibieta, A., Labbé, C., Lopez, É., Romero, N., GonzáleZ, J., Castillo-Canales, D., Claro, M., Jara, I., Fernández, C., & Hepp, P. (2020). Docencia durante la crisis sanitaria: La mirada de los docentes. ¿Cómo están abordando la educación remota los docentes de las escuelas y liceos de Chile en el contexto de la crisis sanitaria? http://www.miradadocentes.cl
Howard, S., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and education, 30(1), 141-158. https://doi.org/10.1080/1475939X.2020.1839543
Huck, C., & Zhang, J. (2021). Effects of the COVID-19 Pandemic on K-12 Education: A Systematic Literature Review. Educational Research and Development Journal, 24(1), 53-84.
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285-296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Kwakye, I., & Kibort-Crocker, E. (2021). Facing Learning Disruption: Examining the Effects of the COVID-19 Pandemic on K-12 Students. Washington Student Achievement Council.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-13. https://doi.org/10.20429/ijsotl.2013.070113
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Leech, N., Gullett, S., Cummings, M. H., & Haug, C. (2022). The Challenges of Remote K–12 Education During the COVID-19 Pandemic: Differences by Grade Level. Online Learning, 26(1), 245-267. https://doi.org/10.24059/olj.v26i1.2609
Marks, R., Sibley, S., & Arbaugh, J. B. (2005). A Structural Equation Model of Predictors for Effective Online Learning. Journal of Management Education, 29(4), 531-563. https://doi.org/10.1177/1052562904271199
Means, B., & Neisler, J. (2021). Teaching and Learning in the Time of COVID: The Student Perspective. Online Learning, 25(1), 8-27. https://doi.org/10.24059/olj.v25i1.2496
Meza, M., Cox, P., & Zamora, G. (2015). ¿Qué y cómo observar interacciones para comprender la autoridad pedagógica del profesor en su ejercicio? Educação e Pesquisa,, 41(3), 729-742. https://doi.org/10.1590/s1517-97022015051777
Mingzhang, Z., Yunpeng, M., Yue, H., & Heng, L. (2021). K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China. Fron. Educ. China, 16(1), 1-30. https://doi.org/10.1007/s11516-021-0001-8
Moore, M. G. (1993). Theory of transactional distance. In D. Kegan (Ed.), Theoretical principles of distance education (pp. 22–38). Routledge.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 2-11. https://doi.org/10.1016/j.ssaho.2020.100101
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of effectiveness in basic IT Skills Training. MIS Quarterly, 25(4), 401-426. https://doi.org/10.2307/3250989
Ragusa, A., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society, 27(2), 125-142. https://doi.org/10.1080/10371656.2018.1472914
Rice, K. L. (2006). A Comprehensive Look at Distance Education in the k–12 Context. Journal of Research on Technology in Education, 38(4), 427-449. https://doi.org/10.1080/15391523.2006.10782468
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and education, 30, 159-181. https://doi.org/10.1080/1475939X.2020.1854844
Sun, P.-C., Tsai, R., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183 -1202. https://doi.org/10.1016/j.compedu.2006.11.007
UNESCO. (2020). What we have learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19.
Uttal, D., & Cohen, C. (2012). Spatial thinking and STEM education: When, Why and how? Psychology of Learning and Motivation, 57, 147-181. https://doi.org/10.1016/B978-0-12-394293-7.00004-2
Varre, C. d. l., Irvin, M., Jordan, A., Hannum, W., & Farmer, T. (2014). Reasons for student dropout in an online course in a rural K–12 setting. Distance Education, 35(3), 324-344. https://doi.org/10.1080/01587919.2015.955259
Wei, H.-C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British journal of educational technology, 52, 2038-2057. https://doi.org/10.1111/bjet.13102
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337
Zhang, Y., & Lin, C.-H. (2021). Effects of community of inquiry, learning presence and mentor presence on K-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523
Alqahtani, A., & Rajkhan, A. (2020). E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives. Education Sciences, 10(9), 1-16. https://doi.org/10.3390/educsci10090216
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178-191. https://doi.org/10.1080/00461520.2022.2051513
Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19. Journal of Education and e-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292
Basuony, M., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., & Mohamed, E. (2021). The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of Islamic Marketing, 12(3), 631-648. https://doi.org/10.1108/JIMA-09-2020-0301
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning. Education Tech Research Dev, 68(2), 807-832. https://doi.org/10.1007/s11423-020-09744-x
Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The adolescent community of engagement framework: A lens for research on K-12 online learning. Journal of Technology and Teacher Education, 22(1), 107–129. http://www.editlib.org/p/112371
Castellanos-Reyes, D. (2020). 20 Years of the Community of Inquiry Framework. TechTrends, 64(4), 557-560. https://doi.org/10.1007/s11528-020-00491-7
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Learning with technology during emergencies: A systematic review of K-12 education. British journal of educational technology, 52, 1554-1575. https://doi.org/10.1111/bjet.13114
Delcker, J., & Ifenthaler, D. (2020). Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic. Technology, Pedagogy and education, 30, 125-139. https://doi.org/10.1080/1475939X.2020.1857826
Duque, L. (2014). A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25(1), 1-21. https://doi.org/10.1080/14783363.2013.807677
Erümit, S. F. (2020). The distance education process in K–12 schools during the pandemic period: evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 30, 75-94. https://doi.org/10.1080/1475939X.2020.1856178
Ewing, L.-A., & Cooper, H. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and education, 30, 41-57. https://doi.org/10.1080/1475939X.2020.1868562
Fardoun, H., González, C., Collazos, C., & Yousef, M. (2020). Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia. Education in the Knowledge Society, 21(17), 1-9. https://doi.org/10.14201/eks.23437
Fredericksen, E., Pickett, A., Pelz, W., Swan, K., & Shea, P. (2000). Student Satisfaction and Perceived Learning with On-line Courses - Principles and Examples from the SUNY Learning Network. Journal of Asynchronous Learning Networks, 4(2), 7-41. https://doi.org/10.24059/olj.v4i2.1899
Garg, A. (2021). Online Education: A Learner’s Perspective During COVID-19. Asia- Pacific journal of Management Research and Innovation, 16(4), 279-286. https://doi.org/10.1177/2319510X211013594
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, R., Anderson, T., & Archer, W. (2010). The First decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
Gray, J., & DiLoreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1), 1-20.
Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz, H., Hunter, G., Setodji, C. M., & Young, C. (2020). COVID-19 and the state of K–12 Schools: Results and technical documentation from the spring 2020 American educator panels COVID-19 surveys. Creative Commons Attribution 4.0 International Public License RR-A168-1. https://doi.org/10.7249/RRA168-1
Heissel, J. (2016). The Relative Benefits of Live versus Online Delivery: Evidence from Virtual Algebra I in North Carolina. Economics of Education Review, 53, 99-115. https://doi.org/10.1016/j.econedurev.2016.05.001
Hinostroza, J. E., Matamala, C., Ibieta, A., Labbé, C., Lopez, É., Romero, N., GonzáleZ, J., Castillo-Canales, D., Claro, M., Jara, I., Fernández, C., & Hepp, P. (2020). Docencia durante la crisis sanitaria: La mirada de los docentes. ¿Cómo están abordando la educación remota los docentes de las escuelas y liceos de Chile en el contexto de la crisis sanitaria? http://www.miradadocentes.cl
Howard, S., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and education, 30(1), 141-158. https://doi.org/10.1080/1475939X.2020.1839543
Huck, C., & Zhang, J. (2021). Effects of the COVID-19 Pandemic on K-12 Education: A Systematic Literature Review. Educational Research and Development Journal, 24(1), 53-84.
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285-296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Kwakye, I., & Kibort-Crocker, E. (2021). Facing Learning Disruption: Examining the Effects of the COVID-19 Pandemic on K-12 Students. Washington Student Achievement Council.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-13. https://doi.org/10.20429/ijsotl.2013.070113
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Leech, N., Gullett, S., Cummings, M. H., & Haug, C. (2022). The Challenges of Remote K–12 Education During the COVID-19 Pandemic: Differences by Grade Level. Online Learning, 26(1), 245-267. https://doi.org/10.24059/olj.v26i1.2609
Marks, R., Sibley, S., & Arbaugh, J. B. (2005). A Structural Equation Model of Predictors for Effective Online Learning. Journal of Management Education, 29(4), 531-563. https://doi.org/10.1177/1052562904271199
Means, B., & Neisler, J. (2021). Teaching and Learning in the Time of COVID: The Student Perspective. Online Learning, 25(1), 8-27. https://doi.org/10.24059/olj.v25i1.2496
Meza, M., Cox, P., & Zamora, G. (2015). ¿Qué y cómo observar interacciones para comprender la autoridad pedagógica del profesor en su ejercicio? Educação e Pesquisa,, 41(3), 729-742. https://doi.org/10.1590/s1517-97022015051777
Mingzhang, Z., Yunpeng, M., Yue, H., & Heng, L. (2021). K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China. Fron. Educ. China, 16(1), 1-30. https://doi.org/10.1007/s11516-021-0001-8
Moore, M. G. (1993). Theory of transactional distance. In D. Kegan (Ed.), Theoretical principles of distance education (pp. 22–38). Routledge.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 2-11. https://doi.org/10.1016/j.ssaho.2020.100101
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of effectiveness in basic IT Skills Training. MIS Quarterly, 25(4), 401-426. https://doi.org/10.2307/3250989
Ragusa, A., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society, 27(2), 125-142. https://doi.org/10.1080/10371656.2018.1472914
Rice, K. L. (2006). A Comprehensive Look at Distance Education in the k–12 Context. Journal of Research on Technology in Education, 38(4), 427-449. https://doi.org/10.1080/15391523.2006.10782468
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and education, 30, 159-181. https://doi.org/10.1080/1475939X.2020.1854844
Sun, P.-C., Tsai, R., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183 -1202. https://doi.org/10.1016/j.compedu.2006.11.007
UNESCO. (2020). What we have learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19.
Uttal, D., & Cohen, C. (2012). Spatial thinking and STEM education: When, Why and how? Psychology of Learning and Motivation, 57, 147-181. https://doi.org/10.1016/B978-0-12-394293-7.00004-2
Varre, C. d. l., Irvin, M., Jordan, A., Hannum, W., & Farmer, T. (2014). Reasons for student dropout in an online course in a rural K–12 setting. Distance Education, 35(3), 324-344. https://doi.org/10.1080/01587919.2015.955259
Wei, H.-C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British journal of educational technology, 52, 2038-2057. https://doi.org/10.1111/bjet.13102
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337
Zhang, Y., & Lin, C.-H. (2021). Effects of community of inquiry, learning presence and mentor presence on K-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523
Matamala, C., Claro, M., & Hinostroza, J. E. (2023). Percepción de aprendizaje de estudiantes durante la pandemia y factores contextuales y pedagógicos asociados. Education in the Knowledge Society (EKS), 24, e30399. https://doi.org/10.14201/eks.30399
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