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ASSESSING THE IMPACT OF THE COVID-19

PANDEMIC ON THE TRANSITION FROM

BACCALAUREATE TO HIGHER EDUCATION: A CASE

STUDY

Evaluación del impacto de la pandemia de COVID-19 en la transición del

bachillerato a la enseñanza superior: Un estudio de caso

Jhon Herminson Arias Rueda

jariasr@ups.educ.ec

https://orcid.org/0000-0002-5216-3069

Universidad Politécnica Salesiana (Ecuador)

Recibido: 14/06/2023

Evaluado: 31/10/2023

Revisado: 15/11/2023

Aceptado: 21/11/2023

Resumen

Este estudio de caso evalúa la transición de los estudiantes que han

completado su bachillerato en modalidad virtual a un modelo de educación

superior presencial en la era post-pandémica. La hipótesis propuesta sugiere

que la rápida transformación a la educación virtual debido a la pandemia

COVID-19 ha perjudicado el aprendizaje y el rendimiento académico de los

estudiantes, lo que ha provocado una disminución de la calidad educativa. Se

empleó una metodología mixta que combinaba técnicas cuantitativas y

cualitativas de recolección de datos. Para ello, se aplicó un cuestionario en

línea para recabar los datos cuantitativos y se complementó con una técnica de

grupo de discusión para obtener datos cualitativos más detallados. Los

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resultados apoyaron la hipótesis, y se concluyó que la falta de habilidades

sociales y emocionales y la baja calidad de la educación recibida en la

enseñanza virtual pueden haber dejado a los estudiantes en una situación

difícil para adaptarse a la educación presencial en la enseñanza superior.

Abstract

This case study assesses the transition of students who have completed their

baccalaureate in virtual mode to a face-to-face higher education model in the

post-pandemic era. The proposed hypothesis suggests that the rapid

transformation to virtual education due to the COVID-19 pandemic has harmed

students' learning and academic performance, resulting in a decline in

educational quality. A mixed methodology combining quantitative and qualitative

data collection techniques was employed. For this purpose, an online

questionnaire was applied to collect quantitative data and was complemented

by a focus group technique to obtain more detailed qualitative data. The results

supported the hypothesis, and it was concluded that the lack of social and

emotional skills and the low quality of education received in virtual education

may have left students in a difficult situation to adapt to face-to-face education

in higher education.

Palabras Clave: Rendimiento Académico, Pandemia COVID-19, Transición

Educativa, Educación Superior, Educación Virtual.

Keywords: Academic Performance, COVID-19 Pandemic, Educational

Transition, Higher Education, Virtual Education.

Introduction

The COVID-19 pandemic has significantly impacted education globally, directly

affecting the transition of baccalaureate into higher education, which is a critical

juncture in itself (Lanphier & Carini, 2022). The rapid and profound

transformation in education due to the pandemic has harmed students' learning

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and academic performance (Lytras et al., 2022), reflecting the problem that

current teaching methods are not keeping up with the demands of a modern

society that demands new approaches (Engelbrecht et al., 2023; Rivadeneira &

Inga, 2023), which may ultimately result in a decline in educational quality. In

addition, there are concerns about the adverse effects on students' ability to

reach their full academic potential after two years of receiving a virtual

education (UNESCO, 2022).

1.1 Difference between face-to-face, online, and virtual education

Face-to-face education is where teaching is carried out traditionally, i.e. the

student physically attends a learning space (such as a school, university, or

institute, among others) where they interact directly with the teacher and other

students. Classes and activities are carried out at a pre-established timetable

and in a specific physical location (Segovia-García et al., 2022).

On the other hand, virtual and online education are distance learning modalities

that use digital technologies (Lytras et al., 2022). The main difference between

them is that virtual education takes place in real-time, with synchronous classes

that require the active participation of the student and the teacher through

videoconferencing tools and chats (García-de-Paz & Santana Bonilla, 2021). In

contrast, online education is based on asynchronous learning. The student

accesses the content of classes and activities autonomously through virtual

learning platforms, without the need to connect to a specific timetable or direct

interaction with the teacher in real-time (García-de-Paz & Santana Bonilla,

2021).

It is important to note that student learning differs in each study mode. In virtual

education, for example, the student can interact in real-time with the teacher

and peers, encouraging participation and exchanging ideas. In online education,

students have more flexibility in organising their study time and carrying out

activities at their own pace. However, it may require greater discipline and

autonomy in their learning. In face-to-face education, the student has direct

contact with the teacher and peers, which can foster collaboration and

teamwork. Each mode has its advantages and disadvantages, and it is

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essential to select the most appropriate one according to the needs and

learning objectives of each student (Stecuła & Wolniak, 2022).

This research focused on a case study in which the transition of a group of

students who completed their baccalaureate in virtual mode and started their

higher education in face-to-face mode was evaluated, considering that the

transition from one way of schooling to another can present significant

challenges in terms of adaptation and academic performance. In addition, it was

considered essential to analyse how a lack of understanding of the basic

principles may have affected the learning experience of these students in face-

to-face higher education. Basic principles are understood as those that are

essential for understanding any discipline. At an initial university level, students

must gain a deep understanding of these principles, as this will enable them to

build a solid foundation for their subsequent academic training.

1.2 What impact has the pandemic had on the quality of education?

One of the most significant impacts of the pandemic on education has been the

abrupt transition to distance education, which has created significant challenges

for students, teachers, and educational administrators (Ferrer et al., 2023;

UNESCO, 2022). The lack of technological resources, adequate training for the

use of virtual platforms, and the emotional and social disconnection of students

are some of the difficulties that have arisen in virtual education (Atweh et al.,

2023; Bonal & González, 2020; González-Moreira et al., 2023; Mahajan et al.,

2023; Villa-Ochoa et al., 2023). All this has negatively affected the quality of

education, as many students could not receive the individualised attention and

academic support they need to achieve their learning achievements (Ayoo,

2023; UNESCO, 2022).

In addition, the pandemic exposed some of the structural and policy deficiencies

in education present in many countries (Dilemmas, 2021). For example, lack of

investment in educational infrastructure and technology, unequal access to

educational and technological resources, and lack of adequate teacher training

are just some of the problems contributing to the decline in academic quality

(Ayoo, 2023; UNESCO, 2022). Therefore, efforts must be made to address

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these problems and strengthen the quality of education in a post-pandemic

context.

1.3 Challenges of the transition from virtual to face-to-face education

The transition from virtual to face-to-face education has posed significant

challenges in the wake of the COVID-19 pandemic (Bonal & González, 2020;

Jandrić et al., 2022). Students who have completed their bachelor's degree

virtually may face difficulties adapting to higher education's demands in a face-

to-face environment. These challenges can range from difficulties in socialising

and time management to academic problems stemming from a lack of

knowledge of the basic principles that were not previously acquired and may

have been overlooked or inadequately addressed in virtual learning

environments (Daniel, 2020; Liebendörfer et al., 2023; Stecuła & Wolniak,

2022). These gaps may become evident in face-to-face classes where students

are expected to understand and be familiar with key concepts.

The pandemic has significantly impacted many students' routines and habits.

The transition to a new learning environment can be overwhelming, especially

for those who have suffered academic setbacks during this period (Noori,

2021). Returning to face-to-face education presents a complex set of

challenges that require careful consideration and planning by all parties

involved.

In addition to students' challenges during this transition, educators and

institutions must also address unique challenges. The pandemic has highlighted

the need for flexible and adaptive pedagogical approaches and the importance

of technology to enhance the learning experience (Lytras et al., 2022).

Educators need to address potential academic gaps and learning loss that may

have arisen during the pandemic, as well as support their student's social and

emotional well-being (Wang et al., 2022). Close collaboration between

educators, students and families is crucial to ensure a triumphant and

supportive return to face-to-face education. In summary, the return to face-to-

face education after the pandemic presents complex and multifaceted

challenges that require careful planning and consideration by all parties

involved.

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It is important to note that the transition from virtual to face-to-face education

can also impact students' mental and emotional health (Wang et al., 2022). The

pandemic has generated stress, anxiety, and depression in many people,

including students, and adapting to a new learning environment can exacerbate

these problems. In addition, academic and social pressures in face-to-face

higher education may be greater than in virtual education, leading to increased

stress for students (López-Aguilar et al., 2022). Therefore, it is necessary to

consider students' emotional and psychological aspects during the transition

and provide them with the support needed to ensure a successful learning

experience.

1.4 About this case study

The general objective of this research was to evaluate the transition of students

who have completed their baccalaureate in virtual mode to a face-to-face higher

education model in the post-pandemic period. To this end, two specific

objectives were set out. First, we identified the challenges a group of students

faced during the pandemic in completing their baccalaureate to analyse how

this situation might have influenced their academic performance in a face-to-

face higher education environment. Secondly, it was examined how students'

need for more understanding of the basic principles might have impacted their

learning experience during a face-to-face mode of study. Both objectives focus

on assessing how students' transition from virtual to face-to-face education has

affected their academic performance and learning experience at university. For

that purpose, a questionnaire was administered, and focus groups were

conducted with a sample of students from the first levels of the Salesian

Polytechnic University.

This research hypothesised that the rapid transformation to virtual education

due to the COVID-19 pandemic has negatively impacted students' learning and

academic performance, resulting in a decreased quality of education. In

addition, students who have transitioned from a virtual baccalaureate to face-to-

face higher education in the post-pandemic period have faced unique

challenges and have had to use specific strategies to adapt to this new mode of

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delivery. This case study sought to demonstrate these hypotheses by collecting

and analysing data on students' challenges and adaptation strategies.

The results of this study may be of great relevance to higher education and

strategic decision-making in the post-pandemic period by providing valuable

information on the challenges students faced during the transition to face-to-

face higher education and how the lack of understanding of the basic principles

in a post-pandemic context impacted their learning experience.

2. Materials and Methods

This case study employed a mixed methodology combining quantitative and

qualitative data collection techniques. An online questionnaire was designed for

this research to collect quantitative data, complemented by a focus group

technique to obtain more detailed qualitative data.

The focus group technique is used in qualitative research to gather information

through group interaction and dialogue among participants. It consists of

bringing together a group of individuals with similar characteristics and

experiences and guiding them through an in-depth discussion on the research

topic (Bloor et al., 2001; Greenbaum, 1998).

2.1 Population and sample

The study population consisted of 300 students currently studying the first four

levels of an engineering degree at the Salesian Polytechnic University of

Ecuador, of whom 212 are male and the rest are female. Most respondents,

specifically 229, are between 18 and 21 years old, while 68 students are

between 22 and 35. In addition, two respondents are under 18 years old, and

one is over 35. Initially, in addition to gender and age, the 300 students were

asked in an online questionnaire to indicate the type of education they

completed their baccalaureate, with the following results: 169 completed their

baccalaureate in face-to-face mode, 24 online and 107 online.

The study sample consisted of 107 students who completed their baccalaureate

in virtual mode, as this sample was in line with the general objective of the

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research, which was to evaluate the transition of students who had completed

their baccalaureate in virtual mode to a face-to-face higher education model in

the post-pandemic period. This sample was selected to avoid research bias and

to obtain more accurate and representative results.

2.2 Data collection

The students selected to form the sample were asked to answer 20 additional

questions designed to collect quantitative data in the same online questionnaire

that was structured in two parts, each with ten questions related to the study's

specific objectives, with the above possible, collecting objective and accurate

data about the student's experiences and perceptions concerning the study's

aim.

2.2.1 The questionnaire

The questionnaire was designed using Forms, an online tool from Microsoft that

allows to creation forms and surveys in an efficient way. In the first stage, 20

multiple-choice questions were drafted to measure the research's objectives. To

validate the questionnaire, four PhDs in educational sciences collaborated in

evaluating the instrument using a scale of 1 to 5, where 1 represented a

negative evaluation and five a positive evaluation, taking into account the

following specific criteria:

Relevance: Is the question relevant to measure the specific objective

mentioned?

Clarity: Is the question straightforward to understand, and does it avoid

jargon or technical language that might confuse the respondent?

Accuracy: Is the question formulated in a precise and specific manner?

Is ambiguity or vagueness avoided in the wording of the question?

Coherence: Is the question consistent with the previous and subsequent

questions in the questionnaire, and is it ordered logically and

sequentially?

Complexity: The question does not require specific technical knowledge

that respondents may not have.

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The average of the four evaluations received to validate the questionnaire was

4.79, indicating a high quality in its design and content. In addition, the

evaluators provided valuable feedback to improve the instrument, which allowed

for the creation of a final version of the questionnaire that was applied in the

research. The tables 1 and 2 show the 20 questions that made up the

questionnaire:

Table 1

Questions to measure the first specific objective

Questions

Objective: To identify the challenges that a group of students faced

during the pandemic in completing their baccalaureate and to study how

this situation may have affected their academic performance in higher

education.

Q 1.1

What challenges did you face during your virtual baccalaureate due to

the pandemic?

Q 1.2

How did the virtual mode of education during the pandemic affect your

academic performance?

Q 1.3

What strategies did you use to adapt to face-to-face education after the

online baccalaureate?

Q 1.4

How would you rate access to educational and technological resources

during the pandemic?

Q 1.5

Do you think that the virtual baccalaureate provided you with the same

learning opportunities as face-to-face education?

Q 1.6

What aspects of face-to-face education at university did you find most

challenging after the virtual baccalaureate?

Q 1.7

Do you think face-to-face university education is more effective than

virtual baccalaureate education?

Q 1.8

Do you think that the virtual baccalaureate adequately prepared you for

face-to-face education at university?

Q 1.9

How would you rate the quality of the virtual baccalaureate compared to

face-to-face education at the university?

Q 1.10

How do you think the virtual mode of the baccalaureate affected your

ability to acquire social and communication skills necessary for social

interaction at university?

Table 2

Questions to measure the second specific objective

Questions

Objective: To analyse how students' lack of understanding of basic

principles may have impacted their learning experience during a face-to-

face mode of study.

Q 2.1

Do you feel that you had a sufficient understanding of basic principles

during your online baccalaureate?

Q 2.2

Do you think that a lack of understanding of basic principles has affected

your academic performance in face-to-face higher education?

Q 2.3

Have you had difficulties in adapting to the face-to-face mode of

university education due to a lack of understanding of basic principles?

Q 2.4

Have you had to spend more time studying basic principles to keep up

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with the pace of face-to-face university education?

Q 2.5

Do you feel that a lack of understanding of basic principles has affected

your learning experience in face-to-face higher education?

Q 2.6

Do you think that virtual learning gave you the tools you needed to

understand basic principles?

Q 2.7

Do you feel that your virtual education adequately prepared you for face-

to-face higher education?

Q 2.8

Do you think that the lack of face-to-face interaction with your teachers

during virtual education affected your understanding of basic principles?

Q 2.9

Do you think that the lack of face-to-face interaction with your

classmates during virtual education affected your understanding of basic

principles?

Q 2.10

Do you think virtual education is suitable for teaching basic principles

fundamental to higher education?

After applying the questionnaire, the student's answers were quantified to

conduct a statistical analysis of the information and test the hypothesis put

forward. The quantitative information was then triangulated with the qualitative

data from group discussions.

2.2.2 Focus groups

After collecting quantitative data through the online questionnaire, the focus

group technique was used to collect complementary qualitative data. Four focus

groups were formed, with the voluntary participation of six students in each. The

discussion was guided by a script designed by the researcher, which allowed

for the exploration of specific topics related to the theme of the study. It was

decided to conduct only four focus groups, as, after the third group, a pattern

was observed in the opinions and responses of the participants.

The focus groups were conducted face-to-face at the university premises,

facilitating close and natural interaction between participants. Each group

focused on specific issues related to the transition from virtual to face-to-face

education in the context of the pandemic. This technique allowed for qualitative

data on students' perceptions and experiences about the specific objectives,

enriching the results obtained through the online questionnaire.

Several strategies were implemented to ensure the validity and confidentiality of

the open-ended question script. Firstly, a pilot test was conducted with a group

of participants to assess the clarity and effectiveness of the questions,

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considering comments and feedback from participants to make changes to the

script. In addition, different types of validity were used to assess whether the

hand measured what it was intended to measure, including content, construct,

and criterion validity. In this way, the reliability of the script as a research tool

was ensured. Tables 3 y 4 present the final script used to guide the focus

groups with separate questions for each specific objective:

Table 3

Question script for measuring the first specific objective in the focus groups

Questions

Objective: To identify the challenges that a group of students faced

during the pandemic in completing their baccalaureate and to study how

this situation may have affected their academic performance in higher

education.

S 1.1

Could you describe the main challenges you faced during the pandemic

to complete your baccalaureate?

S 1.2

How do you think these challenges might have affected your academic

performance in face-to-face higher education?

S 1.3

What resources did you use to overcome these challenges?

S 1.4

Did you receive any support from your educational institution to face

these challenges?

S 1.5

Do you feel that virtual education during the pandemic adequately

prepared you for social interaction in face-to-face higher education?

Why?

Table 4

Question script to measure the second specific objective in the focus groups

Questions

Objective: To analyse how students' lack of understanding of basic

principles may have impacted their learning experience during a face-to-

face mode of study.

S 2.1

Could you describe any issues that you consider fundamental that you

had difficulty understanding during virtual learning during the pandemic?

S 2.2

How do you think this lack of understanding might have affected your

learning experience during face-to-face higher education?

S 2.3

Have you had difficulties in adapting to the face-to-face mode of

university education due to a lack of understanding of basic principles?

S 2.4

Do you feel that virtual education during the pandemic provided you with

adequate preparation for understanding the basic principles in face-to-

face higher education? Why?

S 2.5

What changes in virtual education during the pandemic would have

helped you to understand better the basic principles needed for face-to-

face higher education? Why?

After the focus groups were held, all the information collected was organised by

the thematic classification of the generalised responses (tables 5 and 6).

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Finally, the data was triangulation based on the results presented from the

questionnaire and the focus groups.

2.2.3 Triangulation of quantitative and qualitative data

Once the data was collected, the results obtained were triangulated by

combining quantitative and qualitative data. It allowed for a more complete and

accurate analysis of the research findings.

Firstly, quantitative analysis of the questionnaires was used to determine

general trends and statistics of the data by analysing participants' responses in

frequency and percentages. Secondly, qualitative analysis of the focus group

discussions was used to delve deeper into participants' experiences and

perceptions by analysing participants' responses regarding emerging themes

and recurring patterns.

Finally, quantitative, and qualitative data were triangulation to validate and

complement the results obtained. These findings were compared to identify

similarities, discrepancies and more complete explanations to answer our

hypothesis.

2.3 Study limitations

Limitations of this study include the purposive sample selection of 107

participants, which may restrict the generalisability of the results to the target

population. In addition, the application of the online questionnaire may have

generated selection and response biases, which could have affected the validity

of the results. Nevertheless, measures were taken to minimise these biases,

such as ensuring the confidentiality and privacy of participants and validating

the questionnaire through experts in the field.

3. Results and Discussion

As for the analysis of the data obtained in the research, descriptive statistical

techniques were used, such as calculating frequencies and percentages. The

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aim was to identify patterns and trends in the student's responses to the

questionnaire. In addition, content analysis was used to process the qualitative

data. This way, it was possible to identify emerging themes and categories in

the focus groups. Then, the data was triangulation to compare the quantitative

and qualitative results.

3.1 Quantitative Results: Data Analysis from the Questionnaire

The questions were classified into three cross-cutting categories for each

specific objective to carry out the quantitative analysis of the results obtained

through the questionnaire.

3.1.1 Analysis of the first specific objective

The ten questions related to the first specific objective have been classified into

three main categories addressing the following aspects: student experience in

virtual education due to the pandemic, which includes questions Q 1.1, Q 1.2, Q

1.4 y Q 1.10; the comparison between virtual and face-to-face education,

comprising the questions Q 1.5, Q 1.7 y Q 1.9; and student adaptation to face-

to-face education after virtual education, involving the questions Q 1.3, Q 1.6 y

Q 1.8.

Student experience in virtual education due to the pandemic: Appendix A.1

details the results of each question related to students' experience in virtual

education during the pandemic.

After analysing the survey conducted with the 107 students who made up the

study sample, various conclusions can be highlighted.

Regarding question Q 1.1, which sought students' opinions on the quality of

virtual education during the pandemic, 40% of respondents considered the

quality "good", while 35% rated it as "fair". This result suggests that most

students felt that virtual education during the pandemic was not optimal, but it

was sufficient to enable them to continue their education.

In question Q 1.2, which looked to discover how the virtual modality affected

students' academic performance, 32% of respondents stated that adapting was

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challenging, and their performance temporarily decreased. At the same time,

28% indicated that their academic performance worsened due to the lack of

face-to-face interaction with peers and teachers. These findings imply that the

virtual modality presented significant challenges for students and harmed their

academic performance.

In question Q 1.4, which pursued students' opinions on access to educational

and technological resources during the pandemic, 37% of respondents felt it

was "good", while 39% rated it as "fair". Only 18% rated it as "excellent". The

above indicates that, although most students had adequate access to the

necessary resources, they had some obstacles and constraints.

Concerning question Q 1.10, which sought to find out whether students felt that

the online mode affected their ability to acquire social and communication skills

necessary for social interaction at university, 44% of respondents stated that the

online mode prevented them from developing these essential skills, suggesting

that online education presents significant challenges in terms of developing

social and communication skills.

The questionnaire results suggest that the virtual modality presented significant

challenges for high school students during the pandemic. While many could

adapt and maintain their academic performance, most felt that virtual education

presented limitations in learning opportunities and developing social and

communication skills. Considering these findings when planning and designing

future virtual learning programmes is essential to ensure that students have

adequate access to the necessary resources and can develop the skills

necessary for academic and personal success. These results are consistent

with those of other studies that have investigated students' experiences of

virtual education during the pandemic (Benites, 2021).

Therefore, virtual education programmes must be designed and planned with a

broader perspective and focus on learners' needs and expectations. It includes

special attention to the accessibility of resources and tools needed for online

learning and the promotion of online interaction and collaborative work.

Strategies for developing online communication and social skills should also be

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implemented to ensure students' more complete and enriching learning

experiences.

Comparison between virtual and face-to-face education: Appendix A.2 shows

the results of the questions aiming at the comparison between virtual and face-

to-face education.

In question Q 1.5, 12% of respondents indicated that virtual baccalaureate

education provided them with the same learning opportunities as face-to-face

education. In comparison, 24% stated that it generally did provide them with the

same opportunities with some challenges. On the other hand, 33% of

respondents believed virtual baccalaureate education provided fewer learning

opportunities than face-to-face education. In comparison, 31% indicated that it

provided them with far fewer opportunities. Overall, there is a trend towards the

perception that virtual education is less effective than face-to-face education

regarding learning opportunities.

Regarding question Q 1.7 of the questionnaire, the results show that most

respondents (67%) believe face-to-face education at university is more effective

due to more direct interaction with lecturers and other students, which allows for

more comprehensive and deeper learning. On the other hand, 21% of

respondents indicated that effectiveness depends on the type of course and the

quality of virtual education. In comparison, 9% believe that virtual education can

be equally effective due to the flexibility and accessibility it offers. It is important

to note that 3 per cent of respondents needed to learn how to answer the

question.

Regarding question Q 1.9, which focused on the quality of the virtual versus

face-to-face bachelor’s degree at the university, 50% of the respondents

indicated that the face-to-face education at the university was of higher quality

compared to the virtual bachelor’s degree due to more interaction with teachers

and other students. On the other hand, 21% of the respondents indicated that it

was difficult to compare the quality of the two learning approaches as they had

different strengths and weaknesses. In comparison, 17% felt that the quality of

the virtual baccalaureate was equally good as the face-to-face education at the

university and did not notice a big difference in the quality of learning. In

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addition, 11% of respondents indicated that the quality of virtual education was

better than face-to-face education because of the flexibility and accessibility it

offered.

These results reveal a range of views on the effectiveness of virtual education

compared to face-to-face education. Most respondents believe that face-to-face

education is more effective; a significant proportion of respondents believe that

effectiveness depends on the type of course and the quality of virtual education

and value the flexibility and accessibility offered by this mode of education.

These results support the idea that the quality of learning does not depend

exclusively on the mode of delivery but on other factors, such as the quality of

instruction and course design (Cano Ibarra et al., 2022; Stecuła & Wolniak,

2022).

Overall, the questionnaire results indicate that most participants consider face-

to-face education at the university to be more effective and of higher quality

than virtual education at the baccalaureate. Participants mentioned that direct

interaction with professors and classmates, achieved in face-to-face education,

fosters more comprehensive and deeper learning. In addition, the flexibility and

accessibility of virtual education were mentioned by some participants as an

advantage, but most still prefer face-to-face education at university in terms of

educational quality. These results align with previous studies that have found

that face-to-face education at university is considered more effective than virtual

education in terms of teaching and learning quality (Segovia-García et al.,

2022).

However, it is essential to note that the pandemic has led to an unprecedented

increase in virtual education, which has led to further exploration and

improvement of virtual teaching techniques and tools. As such, the quality and

effectiveness of virtual education may improve over time, which could change

students' perceptions of how it compares to face-to-face education in the future.

Student adaptation to face-to-face education after virtual education: This

category was analysed from the results summarised in the appendix A.3, where

it can be seen in question Q 1.3, related to the strategies used by students to

adapt to face-to-face education after the bachelor's degree in virtual mode, that

the majority of students (50%) established a daily routine and study schedule to

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make sure they were up to date with their homework and assignments. In

addition, more than half of the students (53%) used virtual resources and tools,

such as virtual tutorials and digital libraries, to complement their classroom

learning. These results suggest that students were willing to change their study

methods to adapt to face-to-face education.

In question Q 1.6, which asked about the aspects of face-to-face education at

university that were most challenging after the virtual bachelor's degree, it was

found that lack of social interaction was the biggest challenge reported by

students (55%). In addition, the pace of classes (46%) and attention in the

classroom (48%) were also reported as significant challenges. It suggests that

students may need additional support to adapt to face-to-face education

classes' social interaction and pace.

In question Q 1.8, which asked whether students felt that the online bachelor's

degree adequately prepared them for face-to-face education at university, it was

found that a large percentage of students (40%) did not feel that online

education provided them with sufficient social and practical interaction to

prepare them for face-to-face education at university adequately. In addition, a

considerable percentage of students (22%) felt that virtual education prepared

them only to a limited extent for face-to-face education. Given the results, virtual

education cannot provide complete preparation for students for face-to-face

education, indicating certain limitations that need to be considered in the design

and implementation of virtual educational programmes.

Overall, the results of these questions suggest that adapting to face-to-face

education after the online baccalaureate may be challenging for students and

require changes in their study methods and additional support. In addition, the

results indicate that virtual education may have limitations in preparing students

for face-to-face teaching. These results are consistent with other research on

virtual and face-to-face education (López-Aguilar et al., 2022; Mohammadzadeh

et al., 2022), which suggests integrating novel educational methods into

curricula to optimise training and minimise the adverse effects of the pandemic

on education.

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These partial results reveal that students who completed their bachelor's degree

in virtual mode during the pandemic faced challenges such as a lack of social

interaction and difficulty maintaining motivation. In addition, virtual education

may have limitations in preparing students for face-to-face teaching, affecting

their academic performance in higher education. There is a need for additional

support for students in their transition to face-to-face education and more

research on how virtual education may affect students' preparation. Exploring

ways to improve students' practice for face-to-face teaching and encourage

social interaction would be beneficial. These findings could influence how virtual

education and face-to-face education are approached.

3.1.2 Analysis of the second specific objective

About the second specific objective, three cross-cutting themes were identified,

addressing the following aspects: understanding basic principles in virtual

education and their impact on face-to-face higher education, comprising

questions Q 2.1, Q 2.2, Q 2.3, Q 2.4 and Q 2.5; preparing virtual education for

face-to-face higher education, comprising questions Q 2.6 y Q 2.7; and face-to-

face interaction and its impact on the understanding of basic principles during

virtual education, comprising questions Q 2.8, Q 2.9 y Q 2.10.

Understanding basic principles in virtual education and their impact on face-to-

face higher education: Virtual education has become an increasingly common

mode of delivery today. However, its impact on understanding the basic

principles and its relationship to academic performance in face-to-face higher

education is still a matter of debate. This part of the research sought to assess

university students' perceptions of their understanding of basic principles during

their online bachelor's degree and its relationship to academic performance in

face-to-face higher education. The appendix A.4 shows the detailed results

described in the following lines.

The results indicate that 60% of the respondents needed more support to

understand basic principles during their virtual bachelor's, or they felt they

needed more practical examples to improve their understanding. In addition,

48% believe that a lack of knowledge of fundamental principles has harmed

their academic performance in face-to-face higher education. Furthermore, 38%

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of the respondents have needed help adapting to the face-to-face mode of

university education due to the lack of these principles. This result suggests that

including practical activities can be beneficial in improving the understanding of

basic principles in virtual learning.

Based on the above, many respondents experienced difficulties understanding

the basic principles during their virtual bachelor's. This lack of understanding

has negatively affected their academic performance in face-to-face higher

education and has made some of them have difficulties adapting to the face-to-

face mode of university education. These results highlight the importance of

providing adequate support to students during virtual education to transition to

face-to-face education and continue their academic success effectively.

Regarding the need for more understanding of the basic principles of the

learning experience in face-to-face higher education, 76% of respondents

believe it has had a negative impact to a greater or lesser extent. These

findings are consistent with previous research that has found that virtual

education can harm the understanding of the basic principles and their

relationship to academic performance in face-to-face higher education (Ferrer

et al., 2023). In this regard, it is essential to consider these results when

designing virtual learning programmes and evaluating the effectiveness of this

in the long term.

Preparing virtual education for face-to-face higher education: The data

presented in the appendix A.5 shows a mixed perception among respondents.

In question Q 2.6, which asked whether virtual education provided the

necessary tools to understand critical issues, 32% of respondents said no, while

47% said yes or to some extent. It is important to note that these responses

may be influenced by factors such as the quality of the virtual education

received and the respondents' previous experience with virtual learning.

Therefore, further research in this area is recommended to obtain a more

complete picture of the benefits and limitations of virtual learning in

understanding key topics.

In this regard, other studies point out that virtual education can effectively teach

the basic principles as long as appropriate pedagogical strategies are used

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(Villa-Ochoa et al., 2023), and interaction between students and teachers is

encouraged. In addition, the results can be influenced by factors such as the

level of motivation and the student's self-management skills.

In question Q 2.7, which asked whether virtual education adequately prepared

them for face-to-face higher education, 41% of respondents said no, while 48%

said yes or to some extent. However, it is essential to note that virtual and face-

to-face education are not mutually exclusive but can complement and reinforce

each other. Therefore, the results suggest that virtual education can effectively

teach the basic principles and prepare for face-to-face higher education,

provided that appropriate pedagogical strategies are implemented and

interaction between students and teachers is encouraged.

Face-to-face interaction and its impact on the understanding of the basic

principles in virtual education: Concluding the analysis of the quantitative

results, appendix A.6 shows the statistics obtained for questions Q 2.8, Q 2.9,

and Q 2.10 of the questionnaire.

In the responses to questions Q 2.8 and Q 2.9, most respondents indicated that

the lack of face-to-face interaction with teachers and classmates during virtual

education negatively affected their understanding of the basic principles.

Approximately 77% and 65% of respondents indicated that the lack of

interaction affected their knowledge of essential topics at least somewhat.

The above is a common concern in virtual education, as in-person interaction

and non-verbal communication can be essential to students' understanding and

practical learning (Wang et al., 2022). That is, a lack of in-person interaction can

lead to increased isolation and disconnection from the learning community,

which can negatively affect students' motivation and engagement.

Regarding question Q 2.10, most respondents (78%) indicated that virtual

education is suitable for teaching basic principles, although only 18% said it is

entirely reasonable. It suggests that students consider virtual education

effective for certain types of learning and that it can be a complement or

alternative to face-to-face teaching.

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Based on the above, it can be assumed that students who completed

secondary education in virtual mode during the pandemic faced significant

challenges in transitioning to face-to-face teachings, such as a lack of social

interaction and difficulty maintaining motivation. However, the effectiveness of

virtual education depends mainly on how it is integrated into the higher

education curriculum, with curriculum designs adapted to a post-pandemic

reality (Engelbrecht et al., 2023). Therefore, educators and institutions should

prioritise the effective implementation and integration of virtual education by

providing additional support to students, fostering communication and

collaboration among them, and conducting further research to improve the

quality of education in all domains.

Furthermore, this study phase highlights that the lack of face-to-face interaction

during virtual education can harm understanding the basic principles. However,

most students still consider virtual education suitable for teaching these

subjects to some extent. Therefore, priority should be given to implementing

and integrating virtual education in higher education to maximise its

effectiveness.

3.2 Qualitative Results: Analysis from the Focus Group Discussions

The qualitative data obtained through the focus groups related to students'

learning experience during virtual education in the context of the COVID-19

pandemic and their transition to face-to-face education are discussed below.

The focus groups provided a platform for participants to share their

experiences, perspectives, and opinions on the challenges they faced during

virtual education and their expectations and perceptions of face-to-face

teaching. The data analysis sought to identify the recurring themes that

emerged in the focus groups to understand better the student's experience and

the basic principles that require attention in transitioning from virtual to face-to-

face education.

The student responses to each question were categorized into generic themes

for easy analysis and presentation, as shown in Tables 5 and 6.

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Table 5

Responses classified by themes for the first specific objective

Questions

Answers

Themes

S 1.1

Adaptation, access to technology, lack of motivation,

mental health problems, lack of concentration, limited

interaction with peers and teachers, challenges in time

management and organisation of schoolwork.

Challenges

during the

pandemic

S 1.2

Difficulty in completing homework, participating in

classes, and meeting deadlines. Poor performance and

difficulty in keeping up with the pace of the course.

Academic

performance.

S 1.3

Support from family and friends, participation in virtual

study groups, finding online resources and working in a

structured environment to separate academics from

personal life.

Strategies to

overcome

challenges

S 1.4

Little or no support was received from their educational

institutions to address these challenges. Those who

received some support mentioned providing online

resources and emotional support from teachers.

Educational

support.

S 1.5

Some students reported that they experienced a lack of

social interaction during virtual education, which

affected their ability to interact with their peers and

teachers in face-to-face teaching. They also indicated

that virtual education did not provide them with the

social and emotional skills necessary to adapt

adequately to face-to-face instruction.

Social

challenges

In terms of the challenges faced by students during the pandemic (S 1.1),

several factors have been mentioned, such as adaptation to virtual education,

lack of access to appropriate technology, lack of motivation, mental health

issues, lack of concentration, limited interaction with peers and teachers,

challenges in time management and organisation of schoolwork. These findings

suggest that the COVID-19 pandemic has significantly impacted students'

educational experience and that multiple challenges have emerged that need to

be addressed to improve the quality of education in similar situations.

On the other hand, regarding academic performance (S 1.2), students reported

difficulties in completing assignments, participating in classes, and meeting

deadlines, which has affected their ability to keep up with the pace of the course

and their overall performance. These results are worrying, as they indicate that

virtual education could harm students' academic performance if the challenges

related to adapting to this mode of delivery are not adequately addressed.

Therefore, educational institutions must consider these challenges when

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developing future teaching and support strategies for students facing similar

situations.

Concerning the strategies used by students to overcome challenges during the

pandemic (S 1.3), the importance of support from family and friends was

highlighted, as well as the search for online resources. Participation in virtual

study groups and the need to work in a structured environment to separate

academic work from personal life were also mentioned. These results indicate

that students had to draw on various resources and strategies to overcome the

challenges of the pandemic and suggest that adaptability and resilience are

important factors for academic success during difficult times. However, it is

essential to note that institutional support was rare and that students had to rely

heavily on their own ingenuity and personal resources to cope with these

challenges.

In question S 1.4, it was revealed that most of the students surveyed needed

more support from their educational institutions to face the challenges of virtual

education. Those who received some support mentioned providing online

resources and emotional support from teachers. These findings highlight the

need for educational institutions to provide more comprehensive and practical

support to students during crises, such as the pandemic, so that they can

overcome challenges more effectively and succeed in their education.

Finally, in question S 1.5, it was revealed that most students felt unprepared for

face-to-face education due to various reasons. Lack of social and emotional

skills needed to interact with peers and teachers, poor quality of education

received during virtual education and lack of social interaction were the main

factors. The results mentioned are consistent with other research conducted

during the COVID-19 pandemic that has highlighted the multiple challenges

students face in virtual education, including lack of motivation, mental health

issues and difficulties managing time and schoolwork. Previous studies have

also mentioned the importance of emotional support and online resources.

Overall, these findings underline the need for educational institutions to provide

more comprehensive and practical support to students during crises and to

work to prepare students effectively for face-to-face education.

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Against this background, educational institutions must take steps to adequately

prepare students for the transition from virtual to face-to-face education.

Attention needs to be paid to academic content and the development of social

and emotional skills that enable them to interact effectively with their peers and

teachers in a face-to-face learning environment. In addition, educational quality

issues must be addressed during virtual education to ensure that students

receive adequate instruction and are prepared for the next step (UNESCO,

2022). Overall, educational institutions must consider these factors and work to

prepare students for face-to-face teaching effectively.

Table 6 shows the ranking of the answers obtained by the students after sorting

by general topics.

Table 6

Responses classified by themes for the second specific objective

Questions

Answers

Themes

S 2.1

Participants mentioned different topics they considered

fundamental, such as calculus, physics, chemistry, and

statistics. Some indicated they had difficulties

understanding these topics due to the lack of

interaction with teachers and classmates during virtual

education.

Deficiencies in

understanding

the basic

principles.

S 2.2

Students indicated that a lack of understanding of

basic principles might have negatively affected their

learning experience during face-to-face higher

education. Some of these topics are necessary to

understand other concepts in later courses. In addition,

a lack of understanding could affect their ability to keep

up with and actively participate in class.

Impacting the

learning

experience.

S 2.3

Some participants noted needing help adjusting to the

face-to-face teaching mode due to a need for more

understanding of the basic principles. One of the main

problems mentioned was the fast pace of teaching in

face-to-face higher education compared to virtual

education.

Difficulties in

adjusting to the

traditional

teaching

environment.

S 2.4

Students indicated that virtual education during the

pandemic needed to adequately prepare them for

face-to-face higher education in terms of

understanding basic principles. They noted that a lack

of practice in problem-solving was among the factors

that contributed to this lack of preparation.

Academic

preparedness.

S 2.5

Participants noted that implementing changes to virtual

education during the pandemic, such as increased

interaction with professors and classmates, immediate

feedback and the inclusion of more hands-on activities,

Changes

needed in

education

virtual.

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would have improved their understanding of the basic

principles needed for face-to-face higher education.

Based on the participants' responses, a lack of understanding of fundamental

topics can significantly affect the learning experience during a face-to-face

mode of study in higher education. Students mentioned that the lack of

interaction with lecturers and classmates was one of the main reasons they

needed help understanding these topics.

This finding is consistent with previous literature, highlighting the importance of

social and academic interaction in students' learning in higher education. Lack

of interaction can limit students' ability to ask questions and receive immediate

feedback on their work, affecting their understanding and ability to participate in

class actively. In addition, students indicated that a lack of knowledge of the

basic principles may also affect their ability to keep up with and actively

participate in class. It can increase the risk of students feeling demotivated and

disengaged from learning.

On the other hand, students also highlighted that virtual education during the

pandemic did not adequately prepare them to understand fundamental topics.

Lack of practice in problem-solving was one of the factors contributing to this

lack of preparation. It suggests the need to improve the quality of virtual

education and to ensure that students have access to sufficient opportunities for

practice and feedback to develop fundamental skills and knowledge.

Findings from the group discussions highlight the need to address fundamental

topics in higher education that should have been acquired in the baccalaureate

to improve students' learning experience in face-to-face study modes. These

results have important implications for educational practice and suggest the

need for careful attention to core subjects in higher education. Specifically,

lecturers may consider strategies that allow for more immediate interaction and

feedback with students and include more hands-on activities to enhance

understanding of these essential topics. In addition, the results highlight the

importance of well-structured virtual education for face-to-face higher education.

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