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Item type:Publication, Assessment of the effectiveness of virtual modules for teaching management research methods(Common Ground Research Networks, 2021-04-08)The learning of research methods is crucial for developing skills regarding the production of scientific knowledge. Research method courses are challenging for undergraduate students because they deal with issues that do not have a clear connection with their professional development. Strategies of a blended, active, and problem-based learning have been used to face this problem, including dynamic virtual environments with self-assessment tools, which are better suited to the millennial profile. This article examines the effectiveness of using virtual modules for teaching research methods to undergraduate management students enrolled in a thesis seminar. The assessment revealed that students significantly improved their learning of research methods and found the pedagogical experience highly satisfactory, although there was a limited effect on the transference of this knowledge to their specific research projects. These results provide valuable implications for research methods educators and for scholars interested in this topic. Future research should consider additional qualitative measurements and variables related to differences in the pedagogical strategies of professors not included in this study. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The relationship between perceived learning, academic performance and academic engagement in virtual education for university students(Asian Online Journal Publishing Group, 2024-01-01)This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Adapting to virtual education during the COVID-19 pandemic in Peru(Taylor and Francis, 2024-01-01)The chapter explains professors’ and students’ reaction to the COVID-19 pandemic in Peru and how universities coped with the constraints imposed by the pandemic. It shares how university professors implemented virtual learning to replace the traditional Spanish-style lecture format that existed for many decades. Given the Latino culture’s strong family and personal bonds, it is expected that discussions about the post-pandemic return to face-to-face lecture presentation will resume. It remains to be seen if the pandemic will result in permanent change in the learning style practiced in universities. As such, an in-depth analysis of data and debate are in order to evaluate the pros and cons of each method.