HIGHLIGHTS
SUMMARY
In the first year of this health crisis, when online education became the exclusive mode of learning, researchers became aware of an unexpected challenge: the transformation of the educational schema through the incorporation of technological tools that 2 of 24 previously remained inert or undiscovered by students and instructors. Several aspects of these new learning environments have been investigated, revealing new parameters that affect the academic performance of students in exclusively distance learning environments, while demonstrating the effectiveness of the technological tools used, as well as their sustainability. First-year students can take courses . . .
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