Conditioning factors and facilitators in virtual education: the case of the CPECH pre-university study – Chile

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https://doi.org/10.25267/Hachetetepe.2025.i31.2207

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No. 31 (2025)
Articles
2207
Published: 07-11-2025
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Abstract

The present study focused on analyzing the experiences of teachers and students in a virtual pre-university education program, with the purpose of identifying the elements that condition and facilitate the academic performance and permanence of students in this educational modality. The research was carried out during the year 2023 at the CPECH Pre-University School in Chile, using a qualitative methodology with a case study approach.
Data were collected through focus groups with teachers and students, with group sizes ranging from 4 to 6 participants. In addition, online questionnaires were administered to a sample of 31 teachers and 28 students. Data from the online focus groups was analyzed using Atlas Ti software, version 8. Quantitative data obtained from the questionnaires were automatically processed using Google Forms, while open-ended responses were analyzed qualitatively. In this context, virtual education emerges as an educational modality with transformative potential in teaching and learning, but it requires a comprehensive vision.

 

 

 

Keywords

Non-formal education Google Schoolar
Educational technology Google Schoolar
Online learning Google Schoolar

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Wulf Salinas , M. T., Barrientos Piñeiro, C. A., & Eynard, M. (2025). Conditioning factors and facilitators in virtual education: the case of the CPECH pre-university study – Chile. Hachetetepé. Scientific Journal of Education and Communication, (31), 2207. https://doi.org/10.25267/Hachetetepe.2025.i31.2207

Author Biographies

María Teresa Wulf Salinas , Asociaciones de Investigación Educativa

High school history and geography teacher, she holds a Master's degree in Curriculum Development and Educational Projects and a PhD in Educational Sciences from the TECH University of Mexico. She currently teaches history and reading comprehension at the CPECH pre-university school.

Claudio Alejandro Barrientos Piñeiro, Fundación “Investiga Chiloé” (FUNICH)

Professor of Basic Education from the Austral University of Chile; Master's degree in Management and Administration of Educational Centers; Master's degree in research in didactics, training, and educational evaluation; and PhD in Educational Sciences from the University of Barcelona. He is currently Director and Representative of the Continuing Professional Training Agency POLOEDUCHILE. Founder and President of the "INVESTIGA CHILOÉ" Foundation; Founder and General Coordinator of the IBERO-AMERICAN NETWORK OF RESEARCH IN LEADERSHIP AND EDUCATIONAL PRACTICES (RIILPE). Author and co-author of more than 35 research articles on topics such as educational leadership, professional competency development, parental involvement in education, academic collaboration networks, educational methodology, ICT, among others.

Martín Eynard

Martín Eynard is a sociologist specializing in a socio-anthropological perspective on health, the body, food, and gastronomy. He holds a BA in Sociology (UNVM) and a PhD in Social and Human Sciences (UNQ). He was supported by CONICET scholarships for his doctoral and postdoctoral training, with a work placement at the CIECS (CONICET-UNC). He completed a postdoctoral stay at the University of Padua (Italy), with Erasmus Mundus scholarships from the European Union. Martín Eynard is an Assistant Professor in Anthropological Medicine (FCM, UNC) and a Full Professor in Sociology of Health and Philosophy of Science (FCS, UNCA), as well as at the postgraduate level in various programs at public and private universities in Argentina and abroad. He is a consultant for public and private organizations.

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Copyright (c) 2025 María Teresa Wulf Salinas , Claudio Alejandro Barrientos Piñeiro, Martín Eynard

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