Experience of the Virtual Academic Chat: Preferences of University Students in Ecuador
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Abstract
Synchronous activities in the context of university distance education present several educational challenges, highlighting the need to explore specific strategies that optimize synchronous activities to promote meaningful and active learning. The objective of this study was to analyze and evaluate the development of an academic chat. A survey was administered to 58 university students in Ecuador, and Cronbach's Alpha was analyzed to assess the internal consistency of the instrument. The results showed that students preferred using laptops during the academic chat and that there was diversity in the forms of interaction, with an equitable distribution between voice and written messages. Overall perception of the academic chat was high - positive, reflecting a favorable evaluation of the conceived academic structure. There were no significant differences based on sex or age in student perception. The conclusions highlight the effectiveness and widespread acceptance of academic chat among university students, regardless of their demographic profile, underscoring the importance of developing inclusive strategies to leverage technologies like chat in distance educational environments.
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