Distance Learning Modality and Academic Performance: An Inclusive Perspective on Second-Semester Students in Training

Abstract

Distance education has gained prominence in the university sphere, driven by technological advances and accelerated by the COVID-19 pandemic, raising questions about its impact on the academic performance of students in the early stages of their education. This research analyzes the relationship between distance learning and academic performance from an inclusive perspective, focusing on second-semester university students. Using an exploratory qualitative approach, analytical-synthetic, historical-logical, and hermeneutic methods were implemented to systematically examine the specialized literature. The results reveal a complex relationship between virtual learning and academic performance, showing that its effectiveness depends more on the quality of pedagogical implementation than on the modality itself. Key success factors in virtual environments were identified, including digital learning resources, teacher support, self-regulated learning, and digital competencies. Second-semester students exhibit heterogeneous responses to virtual learning, forming a group with specific needs derived from their transitional stage in higher education. Distance education presents significant inclusive potential by eliminating geographical barriers and offering time flexibility; however, it also poses challenges related to digital divides, accessibility for students with disabilities, and the construction of an academic community. These findings provide essential elements for the development of inclusive pedagogical strategies in virtual environments, contributing to the outreach project "Literacy and Integration of ICT in pedagogical practices of educational units and communities in southern Manabí."