Perspectives of the use of ICT for the teaching-learning process
among Peruvian university students and lecturers during the
COVID-19 pandemic
Olga Bardales Mendoza∗ Teresa Fernández Bringas
Facultad de Educación, Universidad Facultad de Psicología, Universidad
Peruana Cayetano Heredia, Perú Peruana Cayetano Heredia, Perú
ABSTRACT
Universities in Peru were unexpectedly physically closed due to the
COVID-19 pandemic from March 2020. This forced university to
transition from face-to-face education to virtual distance education.
This was prior to them having any information on the digital tools
that lecturers and students have access to, for the teaching-learning
process. Faced with this situation, this study seeks to identify the
knowledge, use and ways of the learning of Information and Com-
munication Technologies (ICT), before and during the emergency.
A total of 126 students and 48 lecturers from a private university
in Lima were surveyed virtually. The results showed that there
were no substantial changes in the knowledge and use of ICT, in
both groups, except for the videoconference platform, which was
established by the university for the development of the classes.
Likewise, it was found that lecturers improved their self-evaluation
during the emergency. On the other hand, ICT learning occurred
basically on the lecturers and students’ own initiative and in a
self-taught way, especially for students, with a low incidence of
formal courses within the university. These results show that both
lecturers and university students were not prepared to face the use
of digital tools for the teaching-learning environment which was
required for them in the context of this health emergency.
CCS CONCEPTS
• Applied computing; • Education; • E-learning;
KEYWORDS
Technology, perception, ICT, lecturers, students, university, COVID-
19
ACM Reference Format:
Olga Bardales Mendoza, Teresa Fernández Bringas, and Luis Saavedra Ben-
dezú. 2020. Perspectives of the use of ICT for the teaching-learning process
among Peruvian university students and lecturers during the COVID-19
pandemic. In 2020 2nd International Workshop on Artificial Intelligence and
Education (WAIE 2020), November 06–08, 2020, Montreal, QC, Canada. ACM,
New York, NY, USA, 5 pages. https://doi.org/10.1145/3447490.3447500
∗ Corresponding
E-mail: olga.bardales.m@upch.pe
Permission to make digital or hard copies of all or part of this work for personal or
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to post on servers or to redistribute to lists, requires prior specific permission and/or a
fee. Request permissions from permissions@acm.org.
WAIE 2020, November 06–08, 2020, Montreal, QC, Canada
© 2020 Association for Computing Machinery.
ACM ISBN 978-1-4503-8825-2/20/11. . . $15.00
https://doi.org/10.1145/3447490.3447500
49
Luis Saavedra Bendezú
Bertolt Brecht, Perú
1 INTRODUCTION
In Perú, at the end of March 2020, the Ministry of Education, because
of the declaration of the health emergency at the national level
due to the COVID-19 pandemic, made official a set of norms and
guidelines on how higher education should be carried out.
In the current situation, the education sector and the Peruvian
congress have deployed responses and modifications to the Uni-
versity Law, indicating quality criteria for the virtual distance ed-
ucation. As an important precedent, in the face of the pandemic,
the University Law had determined that universities had to offer
the modality of distance education with the same level of quality
as face-to-face education, but this could not exceed 50% of total
face-to-face credits. When the Covid19 pandemic occurred, the
Ministry of Education developed criteria to guarantee the quality
of university education, in the conditions of the emergency. This
must be ensured by systems based on Information and Communi-
cations Technologies (ICT) and student connectivity; identifying
trained lecturers, or otherwise train them. The quality must be
as before or better than the regular service before the emergency.
These requirements are valid given that Peruvian universities that
have reached their official licensing have had to demonstrate that
they have virtual platforms, therefore they should be in a position
to develop distance education in virtual environments [1]
These rules and regulations, while consistent with the rules
necessitated by this emergency, challenged the universities to im-
mediately implement systems. The confinement has meant that
these institutions had to accelerate their emergency measures, and
to transition from the face-to-face teaching modality to the emer-
gency distance modality, using virtual resources in the same way
as many universities of the higher education system in the world
have also had to [2].
ICT are a set of communication and information processing tools,
whose integration into education is part of the global discussion,
due to its enormous importance for development [3]. However, in
Latin America there is a low level of virtually in higher education
institutions [4]. ICTs are fundamental in the creation of employ-
ment and for economic development, they must be part of public
policies [5]. Therefore, the use of devices and ICT have become a
topic of greater relevance in the current circumstance of pandemic
and confinement, they have become indispensable for education,
but lecturers are in a situation of pressure due to their level of com-
petence in the use of ICTs. This is confirmed by some experiences
that were reported at the beginning of the pandemic, such as the
study carried out by the International Development Bank (BD) and
the Technologic of Monterrey, in March 2020. They found that,
apart from the technological and economic infrastructure needs,
WAIE 2020, November 06–08, 2020, Montreal, QC, Canada Olga Bardales Mendoza et al.

lecturers training and training spaces are essential. Likewise, it was
reported that 74% of lecturers indicated that they know the technol-
ogy, 30% of those who had between 6 and 20 years of experience
indicated that they felt prepared. But among those with less than 5
years, or more than 20 years of teaching, only about 20% said they
were prepared. In other words, from their perceptive, their lack of
ICT teaching experience in the older age would be a factor that
determines how lecturers are valued in relation to ICT [6].
The integration of ICT in higher education generates the need for
lecturers and students to develop digital skills, which conceptually
has evolved from a technical perspective rather an integrative one
[7]. This same path has been followed by INTEF and the Common
European Framework. It has been indicated that digital compe-
tences have a transit referred to the management of technology and
other aspects, in relation to the way in which the lecturers learned
ICT, as well as their perspective of life as lecturers [8].
A study regarding the self-perception of digital skills and the use
of ICT among university lecturers, found that although lecturers
state that they use these technologies in their classes, in reality
they only used ICTs of low complexity, like e-mail, transferring
and reading digital documents, and video. Regarding the use of
videoconferencing for teaching, more than two-thirds said they
have never used it. Furthermore, the study showed that beyond
the training and resources provided by the university, lecturers
described minimal preparation and attitudes towards the use of
technologies in their teaching work [9].
Faced with this situation, in this paper we have the objective
of identifying ways of learning digital tools, before and during
the quarantine for COVID-19. Also, we attempted to identify the
transition by management of ICT, before and during the quarantine
for COVID-19. Finally, we have identified the self-assessment of
the digital skills of lecturers and students before and during the
emergency.
2 METHODOLOGY
This study is a quantitative one, with a simple descriptive design
based on a sample of lecturers and students. The sample was inci-
dental, not probabilistic, which consisted of 126 university students
as well as 48 lecturers from three faculties.
Two questionnaires were proposed that include similar dimen-
sions for lecturers and students. These were: areas/forms of ICT
learning; evolution of knowledge and use of ICT before and during
the emergency; self-evaluation as lecturers or students using ICT,
before and during the emergency. The two questionnaires were
validated by experts and a pilot test was carried out with lecturers
and students. The application was made through a virtual survey.
The research was approved by an Institutional Research Ethics
Committee. The autonomy of the participants was ensured, through
a virtualised informed consent. There were no harm or risks for
those participating in the project, but included benefits for the
participants.
3 RESULTS
One aspect to be highlighted is the age of the group of lecturers,
which is mostly in the range between 50 and 60 years (52%), while
the youngest reached a percentage of 10%. In the case of the students
of the faculties involved, an outstanding characteristic was that
they were mostly made up of women (85%).
Table 1 indicates that we found that the majority of lecturers
interviewed, learned digital tools before COVID-19 on their own
initiative, either formally through courses or informally with tu-
torial videos. In the case of students, they also learnt their skills
in independently, but primarily through tutorials. In both groups,
learning ITC skills through university training was scarce.
Here are responses from the perceptions of students and lecturers
valued: as used a lot, used regularly, knew but used little, and did not
know. The self-assessment of the digital competences of lecturers
and students was judged on a scale from 1 to 10, where 1 is the
lowest level.
Tables 2 and 3 indicate the use of digital tools by lecturers, be-
fore and during quarantine, where the Zoom platform has grown
significantly. Thus, out of every 10 lecturers in the sample, 2 knew
and used Zoom a lot and regularly before the emergency. Numbers
indicate that this increased to 9 lecturers who now use it a lot and
regularly. Other tools that have increased slightly are videos, Moo-
dle and forums. The other tools have not increased in use, and ICT
are still used for the communication of messages and the delivery
of information, such as e-mail.
In the case of the students, the situation is not very different,
as it shows in Tables 4 and 5. Before the emergency they have
been using e-mail, Drive, and information presentation tools such
as Power Point. Like the lecturers, the tool that notably increased
in its use was Zoom, going from one in 10 students to 9 students
during the emergency. Among the other tools, Moodle as a tool,

Table 1: Learning of digital tools before covid-19

How did I learn Lecturer How did I learn Students

By using tutorials or videos; 33% By using tutorials or videos; self-motivation 42.90%
self-motivation
Help from the university 20.80% Help from the university 9.50%
I had to do courses or 31.30% I do not know; I know I just use these tools 10.30%
workshops
Help from friends or colleagues 14.60% Classes in school 7.90%
Self-taught; school classes; I just use them 13.30%
Self-taught; school and university classes 15.90%
Total 100% 100%

50
Perspectives of the use of ICT for the teaching-learning process among Peruvian university students and
lecturers during the COVID-19 pandemic WAIE 2020, November 06–08, 2020, Montreal, QC, Canada

Table 2: ICT that the lecturers know and use before the emergency

Tools/ percepcions Use a lot Use regularly I knew but used a I didn´t know Total
about use little
Email 93.7 6.3 0 0 100
Power point 83.3 10.4 6.3 0 100
Drive 50 33.3 10.4 6.3 100
Videos 47.9 31.3 20.8 0 100
Moodle/Eva 35.4 43.8 10.4 10.4 100
Forums 14.6 25 60.4 0 100
Skype 16.7 22.9 50 10.4 100
Zoom 10.4 10.4 35.4 43.8 100
Blackboard 2.1 20.8 77.1 0 100
Hangout 0 31.3 25 43.7 100
Blog 0 22.9 66.7 10.4 100
Prezzi 0 14.5 56.3 29.2 100
Genialy 0 0 10.4 89.6 100

Table 3: ICT that the lecturers know and use during the emergency

Tools/ percepcions Use a lot Use regularly I knew but used a I didn´t know Total
about use little
Email 85.4 12.5 2.1 0 100
Power point 87.4 6.3 6.3 0 100
Drive 60.4 22.9 16.7 0 100
Videos 62.5 12.5 25 0 100
Moodle/Eva 56.2 27.1 12.5 4.2 100
Forums 35.4 29.2 35.4 0 100
Skype 16.7 22.8 56.3 4.2 100
Zoom 72.9 20.8 6.3 0 100
Blackboard 6.3 4.2 43.8 45.7 100
Hangout 6.3 22.8 52.1 18.8 100
Blog 10.4 14.6 66.7 8.3 100
Prezzi 12.5 70.8 0 16.7 100
Genialy 2.1 6.3 27.1 64.5 100

Table 4: Knowledge and use of digital tools for the students before the health emergency

Tools/ percepcions about use Use a lot Use regularly I knew but used a I didn´t know Total
little
Email 83.3 15.9 0.8 0 100
Drive 81.7 16.7 1.6 0 100
Power point 70.6 23.8 4.8 0.8 100
Videos 59.5 25.4 11.9 3.2 100
Moodle/Eva 56.3 23.9 11.1 8.7 100
Forums 34.9 34.9 17.5 12.7 100
Blog 15.9 16.7 47.6 19.8 100
Prezzi 10.3 25.4 54 10.3 100
Hangout 7.1 7.9 24.6 60.4 100
Genialy 6.3 8.7 18.3 66.7 100
Skype 2.4 14.3 68.2 15.1 100
Zoom 2.4 8.7 25.4 63.5 100
Blackboard 0.8 4 20.6 74.6 100

51
WAIE 2020, November 06–08, 2020, Montreal, QC, Canada Olga Bardales Mendoza et al.

Table 5: Knowledge and use of digital tools for the students before the health emergency

Tools/ percepcions Use a lot Use regularly I knew but used a I didn´t know Total
about use little
Drive 81 14.3 0 4.7 100
Power point 61.9 23.8 13.5 0.8 100
Videos 53.2 31.7 11.9 3.2 100
Moodle/Eva 67.5 20.6 4 7.9 100
Forums 41.3 31 15.9 11.8 100
Blog 7.1 16.7 70.6 5.6 100
Prezzi 4.8 17.5 73.7 4 100
Hangout 7.9 15.1 24.6 52.4 100
Genialy 6.3 10.3 54 29.4 100
Skype 4 9.5 31 55.5 100
Zoom 81 14.3 1.5 3.2 100
Blackboard 5.6 4 58.7 31.7 100

Table 6: Self-assessment of lecturers before and during the emergency

Self perception 1 2 3 4 5 6 7 8 9 10 Total

scale
Before 0.0 0.0 4.2 8.3 25.0 35.4 6.3 10.4 8.3 2.1 100.0
During 0.0 0.0 0.0 0.0 2.1 20.8 29.2 22.9 22.9 2.1 100.0
Note: Self-perception scale from 1 to 10, where 1 is the lowest score and 10 is the highest score

Table 7: Self-assessment of students before the emergency

Self perception scale 1 2 3 4 5 6 7 8 9 10 Total

Before 0.0 0.0 2.4 2.4 16.7 14.3 23.7 25.4 11.1 4.0 100.0

increased in use, while the other tools remain constant, especially
communication tools, such as e-mail.
In Table 6, it shows that among lecturers, before the emergency,
they self-evaluated at 6, while during the emergency, it this to 7.
In the case of students, Table 7 shows their self-evaluation before
the emergency with scores between 7 and 8; This indicates that
compared to their lecturers, their ICT skills before the emergency
were better than their lecturers.
4 DISCUSSION
This overall picture of the health emergency due to COVID-19, in ad-
dition to being an unexpected situation, in general and specifically
for universities, our study has found university higher education
lecturers, have limited knowledge and ability to use ICT as a teach-
ing tool. A study of 22 countries of the world, has indicated multiple
responses by higher education institutions to this emergency. These
show at one end a poor response by the education system, to the
other end where virtual education was quickly assumed [2].
This group of lecturers is mostly located in the segment between
51 to 60 years of age, so it is possible that this age group have a
lack of exposure to ICT [12] as well as absence of this contents in
their initial professional training [13]. Whereas the majority of the
students online who are younger are more likely to be experienced
in the use of ICT [14]. It has been also found that younger lecturers
(less than 35 years old) make greater use of ICT resources to teach,
compared to older ones. The situation of students is similar, finding
that their use of ICT to learn is limited to communication and
low complexity. In addition, these tools were not a priority for the
teaching-learning process [15].
On the other hand, ICT learning has depended for both lecturers
and students, more on their initiative and less on continuous train-
ing at the university, highlighting in students a greater self-taught
training, which definitely indicated better results in their learning
[16]. That is to say, training prior to the pandemic was scarce for
both groups, especially for lecturers, which coincides with [9, 10].
This situation confirms the weakness on the use of ICT in higher
education during the health emergency period.
Our results show that there is no alignment between the way
of teaching and learning for lecturers and students [17] the inten-
sive use of ICT in social communication, in relation to the quality
criteria established for Peruvian universities [18] and with the in-
ternational consensus for the need for the integration of technology
into education.

52
Perspectives of the use of ICT for the teaching-learning process among Peruvian university students and
lecturers during the COVID-19 pandemic
5 CONCLUSIONS
Some of our most relevant findings:
• The emergency scenario has highlighted the lack of ICT
Training by university management for the teaching-
learning process, for both lecturers and students.
• The way to learn ICT before the emergency was up to the
lecturers and students’ taking the initiative and being self-
taught by using tutorials or looking for courses; with mini-
mum university training.
• The transit of the use of ICT digital tools, in lecturers and
students, does not present specific differences before and
during the health emergency, with the exception of videocon-
ferencing, where the use of this tool has increased notably
for the development of classes, on a mandatory basis.
• The self-evaluation of lecturers on their digital skills is ex-
pressed more positive in the period after the emergency
compared to the previous period.
• The self-evaluation of students on their digital skills was
more positive than their lecturers after the emergency.
• The discrepancy of the positive self-evaluation with the ab-
sence of the use and knowledge of ICT, expresses a distortion
in the perception of their own abilities, especially in lecturers,
which could prevent improvements in their digital skills.
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