Browsing by Autor "Isabel La Fuente"

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Embracing the hybrid experience: Uncovering the emotional effects of synchronous hybrid education on undergraduate university students
(2024) Pamela Córdova Olivera; Isabel La Fuente; Juan Pablo Córdova; Patricia Gasser; Alberto Grájeda; Hernán Augusto Ordóñez Naranjo; Martín Arandia; Alberto Sanjinés; María Pueyo; Maria Victoria Delgado Cadena
This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.
Mental cost in higher education: a comparative study on academic stress as a predictor of mental health in university students during and after the COVID-19 pandemic
(Taylor & Francis, 2025) Patricia Gasser; Alberto Grájeda; Juan Pablo Córdova; Isabel La Fuente; Pamela Córdova Olivera; Hernán Augusto Ordóñez Naranjo; Alberto Sanjinés
This study examines the incidence of academic stress and its determinants on mental health among university students. It employs a comparative approach to evaluate the role of academic stress as a predictor of mental health outcomes during and after the COVID-19 pandemic. Utilizing a mixed-methods approach, the research surveyed students using standardized instruments to measure academic stress and mental health. Cross-sectional analyses were conducted at two time points, drawing on responses from undergraduate students at a private university in Latin America. The primary objectives were to quantify academic stress levels and their stressors, evaluate mental health status, and explore this relationship during these periods. Data collection yielded 1,265 and 707 valid responses for each respective period, employing the Academic Stress Inventory and the Mental Health Continuum-Short Form for assessments. Findings indicated high stress levels among students, regardless of the pandemic phase, with notable stressors including teacher, exam, results, group work, peer, time management, and self-inflicted stress. The post-pandemic phase revealed changes in the impacts of stressors, with self-inflicted stress, group work, and time management stress showing significant relevance to mental health. The study highlights the challenge of academic stress on mental health, urging educational institutions to address pressures and provide support mechanisms for student well-being.