Abstract:

The integration of technological tools in education has transformed the academic landscape, especially in distance learning contexts. This study focuses on describing the perception and preferences of students of Language courses with respect to classes taught through virtual and distance modalities during the second semester of the year 2022. The influence of factors such as pedagogical approach, teacher-student interaction and student satisfaction in this educational environment was analyzed. The sample consisted of 52 students, mostly female (79%). Ninety-one percent of the males and 76% of the females were employed. Most commuted using public transportation (71%) and had access to a computer at home (88%). Despite the positive assessment of available resources (73%) and time spent by instructors (79%), a significant reduction in teacher-student interaction was identified (75%). Statistical analyses showed positive and significant correlations between pedagogical approach and student satisfaction (r=0.79, p<0.001), as well as between satisfaction and student perceptions (r=0.63, p<0.001). In addition, the majority of respondents (69%) agreed to continue studying under the methodology applied during the pandemic. Regarding modal preferences, 44% favored the hybrid modality, 39% the virtual modality, and only a minority opted for face-to-face. No significant differences were detected in these preferences according to the sex or employment status of the students. It is concluded that although the general acceptance was positive, there is evidence of the need to improve interaction in virtual environments to optimize the educational experience of language students.

Keywords:

ICT integration, student perception, language learners, distance education, virtual learning.