Digital Culture and UNAM Students' Perception of Online Teaching-Learning Processes During the COVID-19 Pandemic

Abstract

The results shown in this publication and which are part of a broader investigation, revealed that, in general and from the perception of the students, the teaching-learning processes were not affected by the COVID-19 pandemic. However, these findings reveal that a greater educational impact resided in the components of those processes that require inherent social interaction, such as communication
(between peers, teachers and authorities) and substantially classes. In this sense, the data allow us to affirm that, although digital technologies are specifically about
interaction, they do not have the capabilities or quality of face-to-face interactions. However, in the activities of the teaching-learning processes that do not require
social interaction, their quality was improved, such as the completion of work and tasks, the organization of study times and, in particular, obtaining and searching
for bibliography, among other academic resources. In short, the breakdown of some components of the teaching-learning processes, as well as the progress of others, could generate a balance in these processes, which allowed that, in general, students were not significantly affected during the fully online classes required by the health emergency. However, these results could not be the same in a context
of wide digital gaps, little digital culture and with no or weak appropriation of computerized technologies.