Academic performance in hybrid and virtual education: a comparative study

Abstract

Academic performance in hybrid and virtual modalities has been a topic of interest due to its impact on student participation, motivation, and teacher interaction. Although both modalities offer flexibility and adaptability, they face challenges related to technology, teacher training, and social interaction, which can affect performance and cohesion in the learning process. The objective of this research is to analyze students' academic performance in hybrid and virtual education modalities. The study used a qualitative approach based on documentary analysis, collecting information from various recent sources. A comparative analysis of academic performance in virtual and hybrid modalities was conducted, identifying strengths and limitations to generate recommendations that optimize teaching processes in digital and hybrid environments. The hybrid modality stands out as more effective by combining in-person and digital elements, promoting greater participation, motivation, and interaction, and fostering the development of higher cognitive skills. Although the virtual modality offers flexibility, its limitations, such as reduced interaction with teachers and technological challenges, negatively affect students' social and emotional performance. Key barriers to academic performance in both modalities include limited access to technology, lack of ICT training, and adaptation to new pedagogical approaches. Overcoming these barriers requires improving access to technology, training both teachers and students, adapting curricula, and fostering more active interaction and socio-emotional development of students.