VERACRUZANA UNIVERSITY

RESEARCH PROTOCOL:
CHALLENGES OF DISTANCE EDUCATION

EDUCATIONAL PROGRAM:
Bachelor's Degree in Accounting

student_name
Aldair Camacho Martínez

PHONE AND EMAIL:

2841037815 / ZS20013495@ESTUDIANTES.UV.MX

REGISTRATION:
S20013495

EDUCATIONAL EXPERIENCE:
RESEARCH METHODOLOGY

FACILITATOR:
MARÍA ELENA HERNÁNDEZ CASTILLO

ON MARCH 24, 2022, XALAPA, VER., MEXICO

 Index

Research Background.....................................................................3

Delimitation of the research........................................................................7

Research approach....................................................................7

Research question................................................................................8

Research objectives..............................................................9

General objective.............................................................................................9

Specific objectives.....................................................................................9

Hypothesis

Theoretical framework.........................................................................................9

Research methodology.............................................................11

Expected original contributions..............................................................13

Schedule of activities............................................................................14

Bibliographic references ...............................................................................15

Background of the research
The implementation of distance education throughout the System
National Educational System (SEN) due to an epidemic is new and therefore
there is no information that resembles such a situation. Nevertheless, it is
they find a lot of data about the attempts to merge technology with the
education and repeatedly we find that the gap
the digital that exists in the population is one of the main reasons for this
distance education system fails.
Since the emergence of these technologies, there have been disadvantages in
the different social groups, among those who own a mobile phone,
computer, internet, etc., and among those who do not have it at their disposal,
leaving them behind and with fewer benefits. And like
we have mentioned, since its beginnings, this inequality has also been
linked to digital knowledge, as the first technologies
computational systems were only handled by programming specialists.
(Serrano & Martínez, 2003)
One of the first programs that tried to take advantage of the media
electronics and computing in education, was the Program of
Distance Education (PROED), which was created in 1996 and was aimed at
both teachers and students of the entire National Educational System.
Among its main objectives were: to contribute to a greater
equity by offering open and distance educational services, as well as
support the training and updating of the teaching staff. To do this, support was provided by

the Educational Television Satellite Network, the School Computer Network

Educational, and from the National Educational Video Library. (ILCE, 2000)

Similarly, in the year 2003, the Enciclomedia Program was formed,

which is defined in the words of the SEP as:
A teaching tool developed by scientists and
Mexican researchers, which relates to the contents of
the free textbooks with the official study program

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 and various technological resources such as audio and video, to

through hypermedia links that lead the student

and teacher to an attractive, collaborative, and organized environment

for themes and concepts that served as reference to resources

pedagogical related to the education curriculum
basic. (2003)
This strategy to close the digital gap was aimed at Education
Basic, for fifth and sixth grade, in which the technological equipment
what was provided was a computer, an electronic whiteboard, speakers,
a projector and a printer in each classroom, as well as a collection of resources

digital educational resources that were created based on the textbooks. From
this way, through the fusion of various disciplines such as pedagogy,
technology, communication, and computer science, aimed to stimulate new
pedagogical practices in the classroom in an engaging way and to encourage
interaction with these technological tools in those students who do not
they had access to them.
On January 1, 2009, the Program also came into force.
Digital Skills for All (HDT Program), which aimed to
the aim is to improve the learning of Basic Education students
promoting the management of ICT in the education system through access to
the telematic classrooms (SEP). Among its actions was the training of
teachers and administrators; technological equipment and internet connection;
educational materials and the use of communication tools for
generate learning networks.
As we have seen, education supported by technological means does not
it is very recent, there have been repeated attempts to do more
efficient learning of students, however this system has not
could be maintained for a long time; the programs come to an end and do not
they achieve a very significant impact to reduce the digital divide in the country.

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Maybe we should take into account what Bolívar Bolaños (2001) says in La
digital divide in basic education in Mexico, as it states that:
Before including technologies in the education system
distance, the real possibilities of must be taken into account
the students and the institutions, the training of
academic staff to use appropriately the
pedagogical innovation and a study of the characteristics or
pedagogical potentials inherent to each technology
information.
Thus, it would be advisable to analyze the mistakes that have been made in
try to implement online education and create new programs that
reduce the digital divide, and that they focus on both access and
in the use of technology.

Justification
Technological resources have an imminent importance in our day-to-day.
day, as these innovations have allowed humanity to improve
considerably its productivity in any field. In this way the
technology facilitates the completion of tasks for people, as it minimizes the
time and effort spent on each activity.
Since the COVID-19 pandemic, technological advancements in
communications take on significant importance to avoid suspending the
educational process throughout the Republic of Mexico; since the use of
computers, cell phones, tablets, and access to the internet allowed
to maintain long-distance communication.
The problem lies in the fact that not everyone has access to devices.
electronics nor access to the internet; there are some who do have these
services but their features are not sufficient to
receive distance education. On the other hand, the use of media demands
certain technical knowledge, skills for the handling of programs or

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values when dealing with privacy issues, just to mention a few
examples. These digital skills to use correctly the
technology is another issue that has hindered learning in the
students.
Although two years have passed since they were implemented
online classes and that there is a lot of information about the digital divide in the
students, the relevant actions are not taken to reduce the problem
in question. Hence, the research focuses on investigating how
how distance education has impacted students' learning,
to propose solutions that focus no longer on completely solving
the problem, if not, at least to reduce it.
A proposal to eradicate the problem is that we
first address the most disadvantaged sectors, such as
the rural and indigenous areas; as it is where the highest index is concentrated
of poverty, people do not have the opportunity to acquire a
computer, let alone pay a monthly internet fee, if it is
that the community has such a service. For this reason, this sector of the
The population must be supported to have access to technological equipment.
necessary to receive classes.
Undoubtedly, technology is an excellent tool for improving the
students' learning, so it would be foolish to abandon for
complete these means and return to a traditional teaching model. For
on the contrary, it is necessary to implement a new educational model that
efficiently incorporate technology with education, where it is taken into account
count the needs of each student for the planning of the process
educational.
This research also aims to spark the interest of sectors
public to decrease the problem that has been described, ensuring
equality of opportunities so that more people can benefit from it

6
technology to receive education and not drop out in their attempt to
overcome oneself.

Delimitation of the research

The research will be conducted with the students of the Bachelor's degree in
Accounting of the Veracruzana University in the Xalapa Region during the
school year 2021-2022. This aims to understand the main
technological challenges faced by the school community; for this,
will gather information on the availability of electronic devices and
access to the internet for students, as well as their skills for the
mastery of these digital media and with this it is intended to know what has
has been the impact it has had on the learning of the students.

Research proposal
Due to the contingency caused by SARS-CoV-2, the National Educational System
had to close its doors in all the schools across the country and adapt to the
new situation through distance education with the support of the
Information and Communication Technologies (ICT).
This drastic shift towards virtual education left more to
a problem that already existed has been discovered, which is the digital divide in the
Mexican territory. In front of a country with so much inequality in the different
domains, it is difficult to ensure an equal starting point for everyone
population, and in the education sector, the National Institute of Statistics and
Geography (INEGI) was responsible for clarifying this situation through a
survey, according to the data obtained in Mexico, it was found that
2.3 million students aged 3 to 29 not enrolled in the cycle
in the 2019-2020 school year, 21.9% was due to lack of a computer,
tablet, mobile phone or internet connection. It is necessary to mention that even the

7
students who did have electronic devices presented
difficulties, due to having to share it with the other members of
the family or borrow it from an external person.
The problem continues to worsen because students, besides not
they do not have the necessary technological resources, nor do they have the
digital skills to timely integrate into the new
modality; these skills range from mastering the basic tools of
a program until the solution of technical problems. Having skills
Digital is essential for us to integrate timely into this society.
more modern, however, students of all educational levels have
insufficiencies demonstrated during this distance education.
These problems related to the incorporation of media
technological advancements in education have brought about a less meaningful learning experience and

a demotivation in students. If the situation continues as before

mentioned, the number of students in situation of will continue to increase
school dropout and furthermore, even if the figures remain, this does not mean
to say that the students are truly learning.
To ease the problem, it is advisable to ensure that all the
the population has access to technological resources and connectivity
internet, especially for the population living in rural contexts and
Indigenous peoples; in the same way, it is necessary to adopt new models.
educational to properly incorporate technologies in education.

Research question
How has the incorporation of technological means in education
impacted the learning of Accounting students from the
Veracruzana University starting from the health contingency due to COVID-19?

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Research objectives
General objective
Analyze and expose how the implementation of online classes has
impacted the learning of Accounting students of the
Veracruzana University from the health contingency due to
COVID-19.

Specific objectives
Identify the technological challenges that students have faced.
Promote the creation of educational models that incorporate
adequately the technological means in the educational field.
Encourage educational authorities to offer courses in
teacher training and updating focused on virtual environments.

Hypothesis
The incorporation of technological means in education starting from the
The health contingency due to COVID-19 has posed new challenges.
technological and caused a less significant learning in the
Accounting students of the Veracruzana University.

Theoretical framework

Due to the COVID-19 pandemic, the ...

activities in the different areas, in which the educational one was not the
exception. Education in Mexico, and in the whole world, underwent a significant change.

drastic, as it moved from an education where interaction prevailed

direct connection between student and teacher, to an online education where the

communication between the different participants is less accessible, or nonexistent in

some cases.

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 In more technologically developed countries or those that have a
favorable economy, they did not have as many difficulties to implement this.
teaching modality; however, in developing countries such as
Mexico, it was extremely complex to adopt this new reality. How not
there was another alternative, it was necessary to implement the educational model to

distance, where ICT was the pillar on which education relied

about which not the entire population has access; as Jorge mentions
Alberto Hidalgo Toledo, professor at Anáhuac University and president
from the Mexican Association of Communication Researchers, in the country
there are 3 realities: urban, rural, and indigenous; with the last two
the most excluded in terms of access to technology.
In the same way, in higher education, institutions
they faced very diverse situations, there are great universities like the
National Autonomous University of Mexico (UNAM) or the Technological Institute of
Monterrey Institute of Technology and Higher Education (ITESM) that were already working through

digital platforms, which made the change of modality more pleasant and not
there were many difficulties in that transition from their in-person classes to
virtual and the migration of their curricula to the online system. No
However, not all schools have the same status as the
aforementioned universities and therefore, the interruption of classes
In-person meetings meant facing new challenges to provide a response.
opportune in the face of the contingency.

According to the OECD, this situation arises due to the

the pandemic is a starting point towards an education where technologies
they will play a very important role, it is an opportunity to experience and
form new models for delivering education; some issues to consider
the following are:
Explore different time models and studies. This involves having
take into account the particular needs of the students, that is to say, to have

10
 consider how students learn in different places and in
certain moments.
Train teachers to make the most of the
advances made in the digital realm. It involves using creatively
the technological means for students to have experiences
more significant in their learning.
On the other hand, we have that the INEGI conducted the Survey for the
Measurement of the Impact of COVID-19 on Education (ECOVID-ED) 2020, of
special way and with the goal of understanding the impact that it had
cancellation of in-person classes in the Mexican Educational System.
Based on the results obtained, we can notice that 5.2
millions of people (9.6% of the total aged 3 to 29) did not enroll in
school year 2020-2021 due to reasons related to COVID-19 or due to absence
money and resources; from this sector that did not register, 26.6% believe that
Distance classes are not very functional for learning; 25.3%
mention that one of their parents or guardians lost their job and the
21.9 indicates that it lacks computers, other devices, and connectivity.
from the internet.

Undoubtedly, this is a problem that afflicts people of different ages and in

different contexts, but the solution towards a path of digital inclusion or
access to technology cannot fall on the same individuals or
retail groups; on the contrary, it requires the collaboration of several
sectors, both from the government and private organizations, do not
governmental, non-profit, and academic experts in the world,
ensuring better opportunities for all and less delay
educational.

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Research methodology
In order to address the posed problem, a will be used.
research using a mixed approach, since it involves the challenges
technological challenges that students have been facing since the
pandemic, data must be collected that implies an exact figure, such as the
number of electronic devices they have, which responds to
a quantitative research approach; similarly, it is necessary to have
considering the situations or experiences that each person has had
during the pandemic, which is typical of the qualitative approach.
Regarding the type of research, it will primarily be of three types:
correlational, explanatory, and phenomenological, the first because they will be taken into account

It accounts for 2 main variables; on one hand, online classes due to SARS-
COV-2 and on the other hand its impact on the education of students; and when dealing
to elucidate this situation will have an explanatory scope. Finally, the
phenomenology will occur when we try to understand the situation of the
students through their personal experiences.
The population on which our research will be based is the
students of the Bachelor's Degree in Accounting at the Veracruzana University
in the Xalapa Region. It is a sample that has been chosen in a non
probabilistic due to the closeness that exists with these students; of
Superficially, it may seem like a very homogeneous sector because
they are part of the same study program, however, each one has
facing online classes from very particular characteristics.
The technique of information collection will be employed.
survey, the instrument will be created with the Google Forms tool
And once done, the email address of the questionnaire will be sent to the email.
institutional for students; through this link you can access and
responding to the form. The choice of this technique is due to its ease of
access for students, as they can enter from anywhere

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electronic device and respond to it when they decide, furthermore, for the
researcher demands less time and effort to gather the information.
Finally, it will not be necessary to analyze the information gathered.
resort to other programs, since the same Google Forms tool
organize the information according to the type of data obtained; they can
to be through long answers or with a graph where the
data, which greatly facilitates their interpretation.

Original contributions expected

This research aims to address a
part of the problem in question, as trying to solve it completely
it involves a very complex process that requires the participation of
different sectors.
First of all, the aim is to promote actions by the authorities.
educational to create educational models that incorporate
correctly the ICT in education; it is not simply sought that it
they reproduce virtually the same classes that were taught in a
physics classroom; on the contrary, an effort is made to give a twist to this teaching

traditional and take advantage of technological tools so that the

students have new experiences in their learning process.
As it is a radical change in the way teachers work, it does not
they have the competencies to carry out a virtual class; for this reason, a
the second contribution is to promote teacher training to teach
synchronous and asynchronous classes; this way they will take into account new
needs of students when planning their activities.
in this way, students who do not have electronic devices or are
the difficulty of accessing the internet will not require them to dropout because the
The teacher will have made the relevant reasonable adjustments and will be able to be evaluated.

in another way.

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 Finally, the participation of public sectors will be promoted.
private entities to help solve the problem of access to technologies
and the internet; while a free internet network is essential in the
most disadvantaged communities such as rural and indigenous areas;
Similarly, it is appropriate to provide support so that these same
people can acquire a computer or another device that I do
It is possible to take classes online. In this way, the population that would result
the students and teachers of the University would be directly benefited
Veracruzana; as well as future generations, as these are the
foundations for a more efficient online education.

Schedule of activities
Months
April May June July
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Sample Selection
(Informing people)
Preparation of
instruments
Test pilot of
instruments
Shipping del link del
questionnaire a
students
Data collection
Analysis of data
gathered
Drafting of solutions

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and proposals
Presentation of
proposals before the
educational authorities

Bibliographic references
Bolaños, B. (2000). Distance education: some theoretical challenges
practical. SPIKE

Bosco, M. & Barrón, H. (2008). Distance education in Mexico: narrative

of a silent story. National Autonomous University of
Mexico.
Unable to process the request as the provided input is a URL and does not contain translatable text.
distance_education_Mex_2008.pdf;jsessionid=2E7917BDD110CA
DDE25F4132FB6AD9F6?sequence=1

Delgado, P. (2021). Digital exclusions should be a global priority.

Institute for the Future of the Education.
Unable to access content from the provided URL.
The lack of access to the vaccine
%20of%20COVID%2D19.

Hermida, C. (2020). The Covid-19 pandemic highlighted the digital divide in

Mexico. University Veracruz native.
The COVID-19 pandemic highlighted
digital-divide-in-mexico-alberto-hidalgo/

INEGI. Survey for Measuring the Impact of COVID-19 on Education

(ECOVID-ED) 2020.
Invalid input. Please provide text for translation.

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Méndez, J. & Martínez, M. (2020). The ICT Development Index in the
urban and rural economies of Mexico. Regional studies in
economy, population and development.

OECD. (2020). Educational responses to COVID-19: adapting learning

digital y the collaboration in line.
The provided link cannot be accessed or translated as it is not text.
educational-covid-19-adopt-digital-learning-and-the-
online-collaboration-e6907480/

OECD. New OECD PISA report reveals the challenge of learning

online means for many students and schools.
Could not access the provided URL to extract text for translation.
successfulschools.htm

Salazar, X. (2019). Analysis of the distance education model in Mexico.

Unable to access the content of the provided URL.
distance-in-mexico/#:~:text=The%20model%20of%20Education
with chairs, blackboard and some
tools

SEP. (2012). Program Enciclomedia

Unable to access the specified URL for translation.
Unable to translate the provided content as it appears to be a file name or document reference.
SEP. (2012). Program: Skills Digital for Everyone.
The provided text is a URL, not translatable text.
%20HDT.pdf

Vázquez, M., Delgadillo, J., Pérez, H., Cancino, R. (2021). Management

strategic applied in educational centers of modality
in-person before the COVID-19 pandemic for the delivery of
Online classes in Mexico: a case study. Studies of
administration

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