Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors

Abstract

This study addresses virtual education in the context of the pandemic, with the aim of analysing the opportunities, barriers and level of satisfaction of educational actors with this mode of study. The approach is quantitative descriptive with a non-experimental, cross-sectional design. Data were collected through a questionnaire and applied to 10 educational institutions. Quota sampling was carried out, with a sample of 410 subjects. The results showed that communication, teacher performance and the management of virtual learning environments are basic conditions for the implementation of virtual education; student-centred teaching, the likelihood of studying at any time and place, access to teaching aids and diverse methodologies were established as advantages. Disadvantages include access problems, poor internet connection, difficulties in assimilating change and the pace of work, lack of skills to manage virtual classrooms. The educational actors express a medium level of satisfaction with this mode of study, with significant differences between users and servers. It is concluded that virtual education presents a series of opportunities and barriers that condition the level of satisfaction.