Perception of virtual classroom interaction and level of soft skills in college students

Julio Éfrain Postigo Zumarán,Teresa Ramos-Quispe,Dennis Arias-Chávez

doi:10.25053/redufor.v6i3.5297

Julio Éfrain Postigo Zumarán, Teresa Ramos-Quispe + Show 1 more

Open Access

https://doi.org/10.25053/redufor.v6i3.5297

Copy DOI

Abstract

The purpose of this study is to specify the relationship between the perception of classroom interaction and the level of soft skills. A cross-cutting, correlal observational study was conducted on a sample of 507 students from the seventh to tenth cycle of the branch's professional schools in Arequipa from a private Peruvian university, recruited electronically in 2020. The instruments applied were the Virtual Classroom Interaction Perception Scale and the Soft Skills Scale. The results show the existence of a positive weak relationship between the perception of virtual classroom interaction and soft skills. The correlation was .114, the size of the effect is medium, being 0.3376389. In terms of statistical power, the value exceeds 0.80, obtaining the value of 0.950. It is concluded that there is a significant and positive relationship between the variables, even though the relationship between the two variables is weak.

Highlights

In virtual learning environments it is important for students to use web space information to assimilate content (HASSAN et al, 2004)
The current situation has made it the universities that promote the development of solid virtual learning environments, with which a methodological change in the teaching-learning process is encouraged (GARCÍA; GONZÁLEZ; RAMOS, 2010)
Post-active moment (9 items). b) For the variable “soft skills”, was used the instrument developed by Morocho (2017) The instrument called Soft Skills Scale (EHB) aims to measure the processes involved in emotional behavior

Summary

Introduction

In virtual learning environments it is important for students to use web space information to assimilate content (HASSAN et al, 2004). The current situation has made it the universities that promote the development of solid virtual learning environments, with which a methodological change in the teaching-learning process is encouraged (GARCÍA; GONZÁLEZ; RAMOS, 2010). This change will only be made if higher schools locate, experience, and evaluate forms of teaching and learning that fall within the principles underpinning the new knowledge society, which uses technologies within and outside the classroom. Part of the educational process is to know how contact and participation between students, teachers and virtual space is being generated with the aim of having a successful education

Objectives

Methods

Results