STUDENT ABSENTEEISM IN UNIVERSITY ONLINE CLASSES: FACTORS ASSOCIATED WITH STUDENTS FROM VULNERABLE CONTEXTS
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Abstract
In higher education, online classes have opened new possibilities for access and academic continuity, but they have also highlighted challenges that affect the participation of many students. Understanding the reasons for their absence in these environments is fundamental to identifying barriers, inequalities, and ongoing needs. This descriptive research aimed to distinguish the personal and technical reasons for student absenteeism in computer science classes taught online. The study was conducted with a non-probabilistic, purposive sample, primarily composed of students from rural communities or locations far from urban areas. The findings show that student absenteeism in online environments was related to personal, economic, pedagogical, and technological factors, including the need to work, excessive workload, lack of comprehension of the content, stress from prolonged computer use, poor internet connection, lack of computer equipment, and the cost of mobile data. The results show that participation and retention in virtual classes does not depend solely on the student's willingness, but also on structural conditions that directly influence their academic trajectory.
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