Virtual learning environments and academic performance in law students

Abstract

Technological development and its application in the educational context with virtual teaching through the use of platforms have brought new analyses and methodologies for teachers and students. The research aimed to examine the elements that influence the academic performance of law students in virtual learning environments, a context that was intensified by the pandemic and generated new educational and technological complexities. The study adopted a mixed (qualitative-quantitative) descriptive design, applying inductive-deductive and analytical-synthetic methods. For data collection, a structured questionnaire was implemented with questions organized into four dimensions, processing the information using descriptive statistics and the chi-square test to identify relationships between categorical variables. The results showed that although most students exhibit adequate levels of motivation and digital competence, they struggle with time management and concentration. Students own personal computers, and most find Microsoft Teams and Blackboard platforms functional; however, a significant group of students perceived the feedback provided by instructors as insufficient. Statistical analysis revealed that only time management was significantly related to academic performance. The research demonstrates that virtual law education needs to strengthen four key pillars: student motivation, autonomous organization, ongoing faculty support, and adequate technological access. These results underscore the urgency of implementing comprehensive strategies that foster independent learning, meaningful interaction, and the development of critical thinking for quality legal education in digital environments.