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<p>The adoption of virtual learning environments following the COVID-19 pandemic by higher education institutions worldwide has intensified existing inequalities in access to technology and academic services. This study investigates how location, internet access, and device use influence students’ perceptions of academic services during the transition from face-to-face to online instruction at the National University of Huancavelica (UNH), Peru one of the country’s most socio-economically disadvantaged and predominantly rural universities. The research involved 1,291 undergraduate students representing diverse faculties (Engineering, Education, Business, Law, and Health Sciences) and residing in both urban and rural regions. Data were collected through a structured online questionnaire covering demographic factors, type of internet connection, and primary learning device, alongside students’ perceptions of academic services rated on a four-point scale (<i>Well</i>, <i>Acceptable</i>, <i>Poor</i>, <i>Bad</i>). Student satisfaction was analyzed using Multivariate Analysis of Variance and logistic regression models. Results revealed that students living in rural areas lacking stable internet access and relying primarily on smartphones were significantly more likely to report negative perceptions of academic services. Moreover, significant interaction effects among location, internet access, and device use indicated compounded dissatisfaction among rural students without fixed connections using mobile devices. These findings underscore the urgent need for targeted policies to bridge the digital divide, improve broadband infrastructure, and expand device accessibility in rural higher education institutions. The study contributes evidence for designing equitable virtual learning systems that address technological and geographic barriers affecting student experience and satisfaction.</p>

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Impact of location, internet access, and device use on student perceptions of academic services

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月20日

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  • Edith Enciso-Huamani,
  • Régulo Pastor Antezana Iparraguirre,
  • Javier Eduardo Huaynate-Hidalgo,
  • Fidel Chocce Soto,
  • Hobet Meneses Crispin,
  • Carlos Eduardo Lazo Castillo,
  • Juan Carlos Huarcaya Ccama,
  • Raúl Alexander Quispe Cépida,
  • José Ramos Leon,
  • Juan Zevallos Loayza,
  • Pablo Rojas Paquiyauri

摘要

The adoption of virtual learning environments following the COVID-19 pandemic by higher education institutions worldwide has intensified existing inequalities in access to technology and academic services. This study investigates how location, internet access, and device use influence students’ perceptions of academic services during the transition from face-to-face to online instruction at the National University of Huancavelica (UNH), Peru one of the country’s most socio-economically disadvantaged and predominantly rural universities. The research involved 1,291 undergraduate students representing diverse faculties (Engineering, Education, Business, Law, and Health Sciences) and residing in both urban and rural regions. Data were collected through a structured online questionnaire covering demographic factors, type of internet connection, and primary learning device, alongside students’ perceptions of academic services rated on a four-point scale (Well, Acceptable, Poor, Bad). Student satisfaction was analyzed using Multivariate Analysis of Variance and logistic regression models. Results revealed that students living in rural areas lacking stable internet access and relying primarily on smartphones were significantly more likely to report negative perceptions of academic services. Moreover, significant interaction effects among location, internet access, and device use indicated compounded dissatisfaction among rural students without fixed connections using mobile devices. These findings underscore the urgent need for targeted policies to bridge the digital divide, improve broadband infrastructure, and expand device accessibility in rural higher education institutions. The study contributes evidence for designing equitable virtual learning systems that address technological and geographic barriers affecting student experience and satisfaction.