Person: Villarroel, Veronica
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Villarroel
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Veronica
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Publication Emotions of university professors and students in times of pandemic : an analysis from the perspective of resilience in chilean higher education(2023) Riquelme, Enrique; Villarroel, Veronica; García, Ricardo; Pérez, Carlos; Fuentes, GerardoCOVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction.Publication Students' learning perception in engineering, health and education during emergency remote education in Chile(2023) Villarroel, Veronica; González, AlvaroHigher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.