Learning and emotional experiences related to the support perceived by university students during COVID-19

Abstract

During the COVID-19 pandemic, university students have continued their studies through remote education, involving different institutional resources and skills of teachers and students. The objective of this article was to analyze Mexican university students' emotional and learning experiences based on their perceived institutional and teaching support during COVID-19 after a year of remote education. A mixed method (quantitative-qualitative) was used; In the quantitative phase, a self-report questionnaire was applied to 682 students; in the qualitative phase, 21 students were interviewed. The statistical program SPSS v22 was used to analyze quantitative results, and qualitative data were analyzed by hand. Results indicate that students used various strategies that help to self-regulate their learning and generally experienced positive emotions and anxiety and stress. The students were generally satisfied with the institutional and teaching measures implemented; access to virtual platforms, adaptation of content, didactic strategies, and teachers' empathic attitude were highly valued, given the perceived academic overload and decreased interactions.