The virtual teaching process and academic self-efficacy in learning and the intention to drop out university studies in times of Covid-19

The impact of academic dropout at the University of Granada and proposals for prevention12

“…Jani (2022) research has shown that, given the role of the peer group, the creation of groups that function collaboratively as learning communities plays an important role in student retention, encouraging the synergies that are created between students to support their persistence in the university system. According to this author, when relationships between students are encouraged, students support each other during the learning process, which increases the level of integration of students in the university, which is one of the most influential factors in the decision to continue, an argument that has also been defended by Cantos et al (2021) and Gutierrez-Aguilar et al (2021), who justify the building of groups, forums or communities as a way to reinforce perceived support. Gupta et al (2020) have recognised the role that educational quality management systems can play in redesigning the didactic and pedagogical approaches that are implemented in the university, as they help to conduct a continuous and targeted audit to understand the role that the strategies that the university implements have on student retention.…”

Identification and comparison of the main variables affecting early university dropout rates according to knowledge area and institution

“…Currently, most studies focus mainly on trying to quantify the phenomenon of early dropout, identifying the variables involved, and constructing and validating explanatory models of this phenomenon [ 5 , 6 ]. The interest in this line of research is further accentuated by the COVID-19 pandemic, as educational systems had to urgently adapt to new needs, which often did not ensure good instructional design with the support of ICTs [ 7 , 8 ].…”