TEORÍA FUNDAMENTADA SOBRE LA CUARENTENA Y LA ENSEÑANZA VIRTUAL, EN ESTUDIANTES DE UNA UNIVERSIDAD PÚBLICA DE LIMA-PERÚ

Abstract

Understanding the experiences, thoughts, and emotions generated by the Covid-19 quarantine and virtual learning among university students can lead to the development of improvements in public education policies. This study aims to explore the impact of the Covid-19 quarantine and virtual learning on students at a public university. A qualitative study was conducted using the Grounded Theory (GT) method as proposed by Anselm Strauss and Juliet Corbin. Theoretical sampling by saturation was applied, with nine participants—students from the Faculty of Social Sciences at a public university in Lima, Peru. For interview analysis, ATLAS.ti v.24 software was used to systematize the information, generating networks and graphs for data description and interpretation. The first result was the GT of the category COVID-19 QUARANTINE, where an impact on mental health was found, with anxiety and depression being the most frequent disorders. The most experienced emotions were frustration, uncertainty, worry, and sadness. The second result was the GT of the category VIRTUAL LEARNING, in which students identified advantages such as: saving time on commuting, reduced expenses, the ability to work and study simultaneously, and learning new virtual tools. Based on the findings, the study proposes preventive and follow-up psychological interventions regarding students' mental health in virtual environments. Additionally, it suggests the implementation of blended learning modalities, highlighting students’ preferences for semi-presential, mixed, and hybrid teaching formats in university settings.