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Higher Education Student Emotions: Empirical Evidence From Online Classes Given During the COVID-19 Pandemic
Abstract
This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.
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