Virtual education and autonomous learning in times of pandemic

Abstract

The present article aimed to identify a correlation between virtual education and autonomous learning in times of pandemic. For this purpose, the formation for habits in school is described, which when moving to virtual mode caused a change in the way of teaching and learning such as: The delimitation of space, time to study, the use of technological tolos. All this generated a critical , metacognitive and autonomous attitude in learning.
The method used was descriptive hypothetical deductive. The design was non-experimental basic and of correlational scope. We worked with a sample population of 121 of the seventh cycle of secondary education from a public educational institution. The data were obtained through the application of te questionnaire for both variables that were duly validated and reliable for the measurement. It was concluded that there is evidence to affirm that virtual education is related to autonomous learning, according to the survey of the seventh year high school students, with spearman´s RHO correlation coefficient of 0.498, in which there is a correlation between the virtual education and the autonomouslearning.