ACADEMIC TRANSITION FROM FASE-TO-FACE TO VIRTUALITY IN TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION

Abstract

Higher education institutions and those involved in them with the change from face-to-face to virtual mode as a result of COVID 19, had to adopt and adapt to new teaching and learning methodologies based on ICT, which from the perspective of some had positive results in the transmission and acquisition of knowledge, while for others it became a real dilemma due to various factors that somehow affected the efficiency of this process. Therefore, the objective of this article was to analyze the academic transition from face-to-face to virtuality in the teaching-learning processes in higher education, considering as a specific case the School of Accounting and Auditing, School of Administrative and Economic Sciences of the Technical University of Manabí. The proposed methodology was based on research with a mixed and non-experimental approach, in which a survey was applied to 20 teachers and 112 students of the institution under analysis. The main results establish that, according to the perception of the teachers, learning during the face-to-face modality is greater in comparison to the virtual modality, coinciding with what was indicated by the students. Among the conclusions, it is highlighted that teachers consider the modality as the best option to teach their classes while students prefer the virtual modality as a study modality.

Keywords: learning, higher education, teaching, technological tools.