Using a quantitative methodology and a stratified random sampling method, data were obtained from 82 undergraduate Anthropology students at the National University of Altiplano (UNA) through an online questionnaire. This study explored the relationship between Virtual Learning Environments (VLEs) and academic achievement. Student survey responses were analyzed for statistical significance to identify relationships among variables such as student satisfaction, quality of course material, perception of VLE experience enriching learning, teacher interaction with learners, and university support. Spearman’s rank correlation coefficient and a Likelihood Ratio Test were used to determine the relationship between survey responses and academic performance. The study found a positive relationship between student satisfaction with their learning experience, quality of course material, and the perceived effect of VLE experience on academic performance. No statistical significance was observed between teacher interaction with students and university tech support. Additionally, the absence of hands-on experiences, which are essential elements of learning in Anthropology, impeded academic success in virtual learning environments. Faculty should develop and provide students with instructional materials that are clear, relevant, and engaging for both faculty members and students. They should also utilize learner-centered teaching strategies, such as developing instructional materials to meet students’ needs and promoting higher engagement and participation. Emphasizing pedagogical strategies to enhance the quality of virtual education is crucial, especially for students enrolled in institutions with limited or no digital access.
A. Mamani-Flores, A. Calatayud-Mendoza, C. Yapuchura-Saico et al.· International Journal of Edu...· 0 citations
Virtual Learning Environments (VLEs) have become a central component of contemporary higher education; however, their effectiveness in resource-constrained contexts remains insufficiently examined. This study investigates the determinants of student experience, interaction, and perceived effectiveness of VLEs among undergraduate students in the Faculty of Social Sciences at the National University of the Altiplano (Peru). A quantitative, cross-sectional design was employed, using a stratified random sample of 112 students enrolled in semesters four through eight. Data were analyzed through descriptive and correlational techniques to identify patterns, relationships, and key factors influencing learning outcomes. The findings reveal a predominantly positive perception of VLEs (57.1%), particularly regarding access to educational resources and the facilitation of student–instructor interaction. Nevertheless, important structural and pedagogical challenges persist. A significant proportion of students (50.9%) reported recurrent technical difficulties, while 38.4% perceived virtual learning as less effective than traditional face-to-face instruction. Teaching practices were largely mediated through videoconferencing platforms—primarily Zoom and Google Meet—indicating a platform-dependent instructional model with limited pedagogical diversification and reduced use of interactive or student-centered strategies. Moreover, gaps in personalized feedback, disparities in digital competencies, and insufficient institutional support mechanisms were identified as critical barriers to effective learning. These limitations suggest that access to technology alone is not sufficient to ensure meaningful educational experiences. This study contributes to the literature by providing context-sensitive empirical evidence from a public university in a resource-limited Latin American setting. It highlights the need to strengthen the integration of technological infrastructure with pedagogical innovation, emphasizing interaction design and student engagement. Accordingly, targeted institutional strategies are required to develop inclusive, adaptive, and pedagogically robust virtual learning ecosystems that respond effectively to the needs of underserved higher education contexts.
Jorge Apaza-Ticona, A. Mamani-Flores, Grimaldo Apaza-Chinoa et al.· European Journal of Social S...· 0 citations