The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computers and the internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1,578,460 Colombian high school students. We found that computers and the internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.

Se valida un instrumento para indagar en las percepciones de profesores universitarios en ocho categorías, a saber: a) acceso y conectividad; b) conocimientos en plataformas y tecnologías; c) hábitos y espacios de trabajo; d) preparación de las clases; e) participación y motivación de los estudiantes; f) desarrollo de las clases; g) dificultad y disposición de los docentes hacia el cambio y h) procesos de comunicación entre docentes y directivos. En el estudio se comprueba una idea generalizada de que los docentes virtuales están mejor preparados que los presenciales para enfrentar la virtualidad −porque ya lo venían haciendo antes de la pandemia−. Asimismo, los resultados revelan que los problemas compartidos entre docentes presenciales y virtuales, están relacionados con situaciones, que se creían, no pasarían en la educación virtual; por ejemplo, persisten dificultades de los estudiantes con el acceso al internet y se requiere seguir fortaleciendo la preparación de estos para el uso de la tecnología. La desmotivación estudiantil es un elemento importante a revisar, sobre todo en aquellos resultados que hacen referencia a los estudiantes de programas virtuales, pues se supone que para ellos es habitual el trabajo virtual, lo cual puede ser un indicador asociado al encierro vivido durante el confinamiento.

<p>The purpose of this article is to analyze the relationship between metacognition, learning strategies and academic emotions in 1096 university students belonging to different academic programs from a Colombian higher education institution. To this end, a principal component factor analysis was performed to reduce the dimensions represented in the items of the instruments used and structural equation modeling (SEM) was applied to explain the existing interrelationships among the three variables studied. The findings show that there is a positive relationship between metacognition and learning strategies and these, in turn, with positive academic emotions; on the contrary, negative academic emotions have a negative relationship with learning strategies and metacognition, which leads us to conclude that metacognition fosters learning strategies and negative academic emotions discourage it.</p>

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<p>The purpose of this article is to analyze the relationship between metacognition, learning strategies and academic emotions in 1096 university students belonging to different academic programs from a Colombian higher education institution. To this end, a principal component factor analysis was performed to reduce the dimensions represented in the items of the instruments used and structural equation modeling (SEM) was applied to explain the existing interrelationships among the three variables studied. The findings show that there is a positive relationship between metacognition and learning strategies and these, in turn, with positive academic emotions; on the contrary, negative academic emotions have a negative relationship with learning strategies and metacognition, which leads us to conclude that metacognition fosters learning strategies and negative academic emotions discourage it.</p>