The aim of this paper is to study the perception of students regarding the virtual teaching–learning process in the writing of research papers in a Law School in Lima, Peru. A discourse analysis was carried out, which was obtained through an open virtual questionnaire applied to 14 students. The perceptions were systematized through the following categories: selection of the topic, writing of the introduction, elaboration of the method, writing of the analysis and integration of information, writing of the conclusions, participation of the team members in the virtual context, access to the virtual platform and materials, assessment of the virtual nature of the course compared to the face-to-face modality, virtual support of the teacher in the development of the research paper, proposals or suggestions for improvement in the carryout of the virtual research paper. It is concluded that the perception of students regarding the virtual development of the research course or review article is positive since it has the relevant materials found on the virtual campus and the relevant advice from the teacher.