Resumen

GALARRETA CISNEROS, David Enrique; SALLUCA RODRIGUEZ, Valeria Volodia  y  OCAMPO PACHECO, Mónica. Educational quality and learning techniques in students transitioning from virtual to face-to-face learning. Revista InveCom [online]. 2026, vol.6, n.2, e602050.  Epub 08-Ago-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.16186848.

The COVID-19 pandemic led to a global shift toward virtual education, affecting the quality and techniques of learning, particularly among students who returned to in-person classes late. This qualitative study, with a phenomenological approach, aimed to describe the perceptions of teachers at the Faculty of Communications of the Universidad Privada del Norte regarding educational quality and learning techniques applied to post-pandemic students with prolonged virtual experience. Through a focus group with 10 students and in-depth interviews with 8 teachers, the data were analyzed using thematic coding, revealing a high degree of agreement in the perceptions collected. The results indicate that both students and teachers perceived a marked insufficiency in teaching leadership and an inadequate use of technological tools during virtual learning, as well as the ineffectiveness of the assessment and teaching methods applied in that context. For their part, teachers also pointed out a lower assimilation of content by students, along with a reduction in the complexity of assessments in the virtual environment. In conclusion, the transition from virtual to face-to-face learning has revealed significant academic limitations in students, especially in practical courses, attributed to the lack of direct interaction in the virtual environment, which has resulted in a lower academic profile compared to those who maintained continuous face-to-face training.

Palabras clave : educational quality; learning techniques; face-to-face education.

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