Brecha digital y experiencia de aprendizaje en estudiantes preuniversitarios de modalidad virtual

Vollständiger Abstract

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The digital divide is one of the main factors of educational inequality in virtual learning environments, particularly among populations that are heterogeneous in terms of age, occupation, and technological access. This research study examined how these conditions affect the learning experience of students enrolled in a virtual pre-university course on Digital Competencies. A quantitative, descriptive, and cross-sectional study was conducted using a five-section questionnaire with a five-point Likert scale, administered via Google Forms to 172 students; the instrument showed satisfactory internal consistency (Cronbach's alpha = 0.958). A total of 64.5% of students connected from a computer, while 33.7% connected exclusively from a cell phone. Students who used a computer reported more favorable technological conditions (M = 3.54 vs. M = 3.09; Mann-Whitney U test, p = 0.011), although differences in the overall learning experience were not significant (p = 0.135). It is concluded that the digital divide is more clearly manifested in the material conditions of access than in the subjective perception of learning; therefore, digital skills training and teacher support could mitigate the effect of these inequalities