Impact and perceptions of the transition to virtual education: A study with university students in early childhood education.

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1881

Keywords:

COVID-19, educación virtual, educación parvularia, estudio cuantitativo, tutor pedagógico, plataforma virtual, estudiantes universitarios, prácticas universitarias

Abstract

Introduction: In Chile, the first case of COVID-19 emerged on March 3, 2020, and by August 6 of the same year, 410,874 cases had been confirmed, leading to confinement measures and the total suspension of classes at all educational levels. Universities had to quickly adapt by transitioning to virtual classes, which posed a particular challenge for practical activities aimed at professional skill development due to their in-person nature. Methodology: A study focused on evaluating the perceptions of 50 Early Childhood Education students at a Chilean university regarding the quality of online practicums. Using a quantitative cross-sectional methodology, significant differences in opinions were found based on educational level, practicum duration, and frequency of contact with educators. Results: The findings underscore general satisfaction with the organization of the online practicum process and highlight the importance of pedagogical mentors and virtual platforms. Conclusions: These differences based on specific variables emphasize the need to consider these factors when interpreting student perceptions of educational practicums.

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Author Biographies

Patricia Zúñiga Rocamora, Central University of Chile

Professional with 15 years of teaching experience in Higher Education; with extensive experience in pedagogical practices. Along with this, she holds the titles of Early Childhood Educator, Master in Education and Doctor in Education, Society and Quality of Life. She currently works as a teacher and practice coordinator for the Early Childhood Education course at the Universidad Central de Chile.

Daniel Fernando Serey Araneda , Universidad San Sebastián

Lecturer-Researcher at the Faculty of Education. San Sebastian University. Chile. Professional with 15 years of teaching experience in Higher Education (pre-postgraduate). Along with this, he holds the titles of Early Childhood Educator, Psychologist and Teacher of General Basic Education, Master in Education, Master in Psychology, Master in Coaching, Doctor in Education, Society and Quality of Life (University of Lleida) and Doctorate in Psychology (University of Jaén). He is the author of 11 books and a hundred indexed scientific articles.

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Published

2025-02-28

How to Cite

Zúñiga Rocamora, P., & Serey Araneda , D. F. (2025). Impact and perceptions of the transition to virtual education: A study with university students in early childhood education. European Public & Social Innovation Review, 10, 1–21. https://doi.org/10.31637/epsir-2025-1881

Issue

Vol. 10 (2025)

Section

Innovation through the Emergence of Technology as a Social Necessity

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Copyright (c) 2025 Patricia Zúñiga Rocamora, Daniel Fernando Serey Araneda

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