Publisher's Synopsis
In Panama, due to the effects of the pandemic, from March 2020, the 34 universities, both public and private, accredited and non-accredited, and the 14 located in the city of knowledge (CONEAUPA, 2021) will migrate in a forced but organized way to the virtual modality. This brings as a consequence that more than 150,000 university students (INEC, 2020) by syllogism must watch classes in their family residence. In this scenario not suitable for an improvised classroom, multiple factors arise that become obstacles and that the student must overcome or is overcoming through resilience to be able to pass the subjects in the virtual mode, these obstacles are noise, blackouts by light, lack of internet, sharing equipment such as PC and laptop, small children, improvised spaces, among others. The research is qualitative, exploratory type ex post facto, non-experimental field design. The sample is non-probabilistic and consisted of 2560 students and the virtual digital interview technique was used. The results indicate that the family residence is not the right place to watch virtual classes.
