ONLINE LEARNING SUCCESS AND ITS IMPACT ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS

Abstract

This work was carried out with a group of students enrolled in face-to-face modality, who were forced
to migrate to e-learning without being certain of their aptitude for this modality. An instrument was
applied to the students to determine the success of online learning, in which five dimensions are
measured: computational skills, independent learning, dependent learning, need for online teaching
and academic skills. According to the instrument, ninety six percent of the students needed face-toface guidance from the teacher and acquire additional skills to be successful in a virtual subject, but
it turned out that just one student obtained a failing grade, although on a scale of 0 to 100, only thirty
percent of the grades were higher than eighty. As a parametric method, the Pearson coefficient was
used, obtaining as a result that the most significant correlation between academic performance and
online learning success occurs in the average obtained in individual learning activities.