Factors influencing the virtual learning process of physics

Abstract

PROBLEM: in virtual education there are a series of factors that affect the educational process, positively or negatively, the determination of these factors can contribute to improving teaching practice and educational quality. OBJECTIVE: to identify the underlying factors on the use of technology in the learning process of the Physics subject in first year students of the Medical and Surgeon career of the Centro Universitario de Occidente cohort 2023. METHOD: a quantitative, non-experimental, cross-sectional model was used, identifying, and classifying the underlying factors through an exploratory factor analysis with a sample of 220 students from a population of 950 enrolled in the course using simple probability sampling with a confidence level of 95% and a margin of error of 6%. RESULTS: the influential factors in virtual learning of physics include a potential use of technological tools, properly organized virtual environments, strong communication and collaboration, an attitudinal dimension, economic factors, and the availability of the Internet, as well as emotional factors, also considering that face-to-face educational experiences do not produce the same effects as purely virtual ones. CONCLUSION: in the virtual educational environment there are several factors that influence more than others in the learning process of physics and that identifying these factors is crucial to improve teaching practice and educational quality.