Attitudes of university students towards virtual educational activities
DOI:
https://doi.org/10.5281/zenodo.10612171Keywords:
educational virtuality, student attitudes, educational adaptationAbstract
The research addresses the challenges associated with transitioning to virtual education by examining the attitudes of sociology students. A quantitative approach with a descriptive design was adopted and surveys were applied to 180 students. The reliability of the instrument was validated with a reliability coefficient of 0.885 according to Cronbach's alpha. Five dimensions were explored: usefulness, motivation, liking, anxiety, and confidence towards virtual educational activities. The results revealed a majority tendency towards negative attitudes. 43% of students expressed rejection, while 41.9% showed indifference, indicating a general perception of virtuality as not very useful. Motivation was low, evidencing a demotivating impact of the virtual modality on most students. In terms of liking, 38.7% maintained a negative attitude towards virtual classes. Anxiety was remarkably high, with 56.5% of students experiencing elevated levels of virtual assignments. Trust was mostly indifferent (43.5%) and to a lesser extent rejection (29.0%). In conclusion, unfavorable attitudes towards virtual education prevail, with the additional observation that younger students show less confidence in these activities. These findings highlight the need to address the emotional and motivational challenges associated with virtuality in teaching.
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