The student profile in virtual environments

Abstract

The use of technology in the virtual modality intensified from the confinement stage and is still in force in the postpandemic period because higher-level institutions chose subjects from their curriculum and programs to be taught under such a modality as it is the context of the present investigation. Nonetheless, for teachers and students, it is challenging to teach and learn in technology-enabled environments. In this situation, the objective is to describe the student's profile in virtual environments to contribute to their learning process. Considering the methodology, a questionnaire was applied to characterize the students' profile in quantitative data, finding the following results. Four categories describe how a student could work in digital spaces: the approach to knowledge in a critical, creative way and with analytical-systemic thinking, autonomy, skills (responsibility, empathy, commitment, and participation), and competencies (technical, pedagogical, communicative and collaborative) which together will allow us to achieve the knowledge representation. The contributions of the research lie in the attributes of the appropriate profile to enhance virtual learning that responds to different learning preferences.