PERUVIAN WINGS UNIVERSITY

FACULTY OF ENGINEERING AND ARCHITECTURE

PROFESSIONAL SCHOOL OF SYSTEMS AND COMPUTER
ENGINEERING

ACADEMIC COURSE WORK ENGLISH 8

TOPIC: VIRTUAL EDUCATION

PRESENTED BY:
LUCANA SANCA, DANIEL JESUS

Teacher:
ARAUJO GAMERO, MARIO VIDAL

LIMA – PERÚ
2022
 INTRODUCCION

During the pandemic, education went through a real change, in which both teachers and students
and educational centers as a whole had to adapt to the new format called "Virtual Education".

Virtual education is also known as online teaching, which is a process that seeks interaction
between teachers and students through different virtual tools, to achieve meaningful and
optimal learning.

It was the beginning of a learning process for teachers and students. During development, the
techniques were learned and improved, achieving advantages for its users. However, there are
still aspects that must be improved, to achieve the skills outlined.

In the following paragraphs, the research on the subject of virtual education, the context, the
concept, the methodology, the objective, the theoretical framework and the aspects that
consider virtual education as an important pedagogical alternative for learning will be developed.

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 GENERAL INDEX

INTRODUCCION ............................................................................................................ 2

GENERAL INDEX ........................................................................................................... 3

CHAPTER I: PROBLEM STATEMENT .......................................................................... 4

CHAPTER II: LITERATURE REVIEW ............................................................................ 5

1. A RESEARCH PROBLEM ....................................................................................... 5

2. RESEARCH OBJECTIVE ........................................................................................ 6

a. GENERAL OBJETIVE ............................................................................................. 6

b. SPECIFIC OBJECTIVES ......................................................................................... 6

CHAPTER III: DATA ....................................................................................................... 7

CHAPTER IV: METHODOLOGY ................................................................................. 9

A. PERSONALIZATION METHODS....................................................................... 9

B. EVALUATION METRICS ................................................................................... 9

RESULST ..................................................................................................................... 10

CONCLUSION .............................................................................................................. 10

DISCUSSION ................................................................................................................ 10

APPENDICES ............................................................................................................... 10

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 CHAPTER I: PROBLEM STATEMENT

No one imagined that we would have to live through a pandemic. Our country, like
many others, was not prepared to face it; the different items changed radically and others
had to close. One of the sectors affected was education, since it was at risk because
educational centers had to close classrooms due to the COVID-19 pandemic, forcing the
authorities to take new measures and changes in education so that students continue
with their school year and are not disadvantaged.

In this area, it is required that student learning must be constant and without going
through imbalances. Many children and adolescents neglected their studies, lowering
their school performance due to the existing situation. However, it was possible to
understand that education should not stop, but seek different ways to reach the student,
developing their skills to build new knowledge through their own autonomy. Therefore,
one of the solutions proposed was virtual education.

According to Mote K, Shell. C and Munoz. N (2020), virtual education is a tool that helps
develop educational work through technological resources, allowing students to develop
skills without the need for face-to-face education, at a specific time and jointly.

In the course of the evolution of virtual education Ibañez. F (2020) differentiates online
education from virtual education:

Online education is the teaching process by which teachers and students interact
simultaneously to achieve knowledge in a digital environment, using virtual tools such as
zoom, meet, social networks, among others. In which, both users must participate,
coinciding at the same time. This method not only develops educational skills, but also
strengthens socialization among students, achieving joint learning.

On the other hand, virtual education is the method by which a connection to a multimedia
platform or website is necessarily required. It is developed asynchronously, so the teacher
does not need to be connected to a videoconference, nor does it coincide with the
students' schedules. In this format you can record classes, leave audios, tests,
questionnaires, forums, that is, purely virtual materials.

During the pandemic, virtual education was the fundamental tool for teaching to continue
to be provided in different parts of the world. Our country was no stranger to this three

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 hundred and sixty degree turn, on the contrary, it was proposed as a solution when
quarantined by Covid-19. But, the students and teachers were not prepared, since our
population is used to face-to-face education, where physical classrooms, the use of books,
notebooks and pens were a priority for learning. That is where the problem arises.
Teachers and students had to be trained, digital platforms and virtual videoconference
rooms were also acquired. It was essential to change the tools between chalk,
blackboards, markers and flip charts for digital instruments, such as slides, forums, virtual
surveys, among others.

It was an arduous but encouraging process, since the fundamental objective was to
advance education in Peru through virtuality and new digital tools.

CHAPTER II: LITERATURE REVIEW

1. A RESEARCH PROBLEM

As is currently known, there is a pandemic in Peru and in the world, for which, as a consequence,
Educational Institutions have seen themselves taking the measure of holding virtual
classes, some universities due to this teaching method and the problem of teaching and
providing a quality service, in addition to satisfying students in their learning in career
courses that involve using laboratories according to this and the population crisis, they
have seen the need to improve and train teachers to provide better virtual teaching,
however, the UTP university has not taken this measure. Therefore, faced with this
problem, the following question arises: What are the opinions of the students of the
Technological University of Peru, Lima-Centro, regarding the fact that the university has
not yet implemented a quality of teaching in virtual classes?

For this reason, the Educational Institutions of Peru made a sudden decision to offer
virtual classes without first training teachers in the remote and/or virtual teaching
method. In addition to this, by not having teachers trained to conduct virtual classes,
many of the students are passing the cycle without having a solid knowledge because they
do not receive an adequate and dynamic explanation. For example, there are teachers

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 who only project and read them are the "Canvas" slides, but they do not have other
resources to help them reach and make students understand. Therefore, it is necessary
to check if teachers are fully trained to be able to take virtual classes. With the help of
statistical tools, the verification that said university is really training teachers in the use of
digital tools that contributes to their teaching and student learning will be enhanced. In
the research process, the following steps are carried out, such as: the elaboration of a
virtual survey using the Google website, the unit of analysis and the classification of
statistical variables, data storage, obtained in the survey are identified. Likewise, graphs
and tables are elaborated for the organization of the information collected.

2. RESEARCH OBJECTIVE

a. GENERAL OBJETIVE

Analyze the impact of the educational change to the virtual modality on

Performance academic of the students of the Educational Institution.

b. SPECIFIC OBJECTIVES

 Establish the dimensions that characterize the educational change to the

modality virtual applied to students.
 Establish the dimensions that characterize the academic performance of
the students.
 Demonstrate the relationship between the educational change to the
virtual modality and the student academic performance.
 Explain the importance of the impact of the educational change to the
virtual modality in student academic performance.

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 CHAPTER III: THEORETICAL FRAMEWORK

The purpose of this chapter is to review the main conceptual aspects that support the research
both around Information and Communication Technologies - ICT as well as the courses of tutoring
in virtual learning environments, tutoring and skills of education teachers superior in a virtual
environment.

The chapter begins, reviewing the basic concepts used in the investigation, such as technologies
information and communication, Virtual Education, Virtual Environments and its various
components.

Then, the basic definitions around the subject of virtual courses and virtual tutoring are reviewed,
to initiate the conceptualization and identification of aspects that promote a teaching
transformation.

VIRTUAL EDUCATION

For several years we have been talking about virtual education, elearning, on-line, education
distributed or third-generation distance education, thus calling all those forms of education that
seek not only to eliminate the barriers of time and distance, but also to transform the old frontal
education models through the use of electronic tools. In this sense, taking the description
presented in the study of Virtual Higher Education in Latin America and the Caribbean by the
IESALC, which provides clarity on the different scenarios that are configured in higher education:

Non-virtual and face-to-face education, which is characterized by the presence of all the actors
at the same time time in the same place. Non-virtual distance education, a modality that
describes education through traditional distance, in which a wide variety of non-digital and non-
numerical information supports are used nor computerized, on paper, audio-cassettes, video-
cassettes, films, slides, acetate sheets, etc., all of them are heterogeneous supports of
information. Virtual face-to-face education, which consists of educational acts carried out by
computer, but all the actors are in the same place and at the same time. This would be the
situation in which teachers and students interact through a computer network in a computer lab,
in which each student and the teacher have one computer networked to the others. In this way,

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the class is face-to-face, but based on virtual, digital or digital supports of information. Finally,
we find virtual education through distance, that is, the actors interact through numerical
representations of the elements of the teaching and learning process, but they are in different
places and moments of time. This It is the most modern educational modality of asynchronous
communication.

It could be said that virtual education is the last generation of distance education, in this process
it is possible to recognize essential enhancing factors; First, the conditions of the current society
that demands new capacities to interact with knowledge, to act in theworld of work and to be a
citizen of a connected world, which represents new dynamics and new logic in educational
processes; Secondly, the modality of distance education that has been been developing in Latin
American contexts since the 1970s, which brings new ways of approaching social groups;
educational informatics showing new possibilities to incorporate ICT in education and finally the
development of these technologies that allow access to large amounts of information, from
different sources, immediately, among others. The confluence of these factors has raised new
paradigms for education that, as José Silvio, promote an education that is "freer, more centered
on the student, on their needs and rhythms of learning, more individualized, interactive,
cooperative, participatory and constructive”. The big ones components of virtual education are:
the availability of information, time availability, greater responsibility of the student, greater
possibility of educational activities, different study alternatives, inclusion of technologies and
self-assessment process.

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 CHAPTER IV: METHODOLOGY

A. PERSONALIZATION METHODS

B. EVALUATION METRICS

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RESULST

CONCLUSION

DISCUSSION

APPENDICES

Mote K, Shell. C and Munoz. N (2020)

https://www.redalyc.org/journal/6377/637766245002/html/

Ibañez. F (2020) https://observatorio.tec.mx/edu-news/diferencias-educacion-online-virtual-a-

distancia-remota

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