Actualidades Investigativas en Educación ISSN electrónico: 1409-4703

OAI: https://revistas.ucr.ac.cr/index.php/aie/oai
Explorando la satisfacción y la insatisfacción del estudiantado universitario en enseñanza remota de emergencia
PDF
XML
EPUB

Palabras clave

pandemic
college student
higher education
pandemia
estudiantado universitario
enseñanza superior
pandemia
estudiantado universitario
enseñanza superior

Cómo citar

Guiñez-Cabrera, N., & Mansilla-Obando, K. (2022). Explorando la satisfacción y la insatisfacción del estudiantado universitario en enseñanza remota de emergencia. Actualidades Investigativas En Educación, 22(1), 1–28. https://doi.org/10.15517/aie.v22i1.49066

Resumen

La dispersión de la pandemia de la COVID-19 ha generado consecuencias en la educación, especialmente, en la enseñanza en las instituciones de educación superior (IES). Con el fin de mantener la educación en Chile y evitar los contagios, se optó por una enseñanza remota de emergencia o sin planificación. En esta modalidad, el alumnado de las IES ha tenido que desempeñar sus labores educativas en línea y desde sus hogares para mantener así el distanciamiento social con el personal docente, administrativo y el resto del estudiantado, por lo que ha tenido que enfrentar nuevas experiencias. El objetivo de esta investigación es explorar los principales factores de satisfacción e insatisfacción del estudiantado en la enseñanza remota de emergencia en 8 IES estatales y privadas en Chile. Se utilizó una metodología cualitativa y la técnica de incidentes críticos para analizar 14 entrevistas semiestructuradas de estudiantes de universidad pertenecientes a alguna de las IES analizadas. Estas entrevistas se realizaron en marzo 2021 acorde a lo sucedido en el periodo académico 2020. Los resultados indican siete categorías que explican los incidentes satisfactorios e insatisfactorios: “enseñanza-aprendizaje”, “acceso a los recursos tangibles”, “profesor”, “relaciones sociales”, “servicio de apoyo”, “acceso al servicio en línea” y “calidad-precio”. Estas entregan nuevos aprendizajes a las IES chilenas de este estudio, según el proceso de enseñanza sin planificación que surge producto de la crisis sanitaria, que es útil considerar durante situaciones similares en el futuro. Además, esta investigación aporta a la literatura de satisfacción e insatisfacción de las IES.

https://doi.org/10.15517/aie.v22i1.49066
PDF
XML
EPUB

Citas

Adnan, Muhammad., and Anwar, Kainat. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51. doi: http://www.doi.org/10.33902/JPSP.%202020261309

Affouneh, Saida., Salha, Soheil., and Khlaif, Zuheir. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135-137. doi: http://doi.org/10.30476/IJVLMS.2020.86120.1033

Ali, Afzaal., and Ahmad, Israr. (2011). Key factors for determining students' Satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118-134. doi: https://doi.org/10.30935/cedtech/6047

Anderson, Shannon., Pearo, Lisa Klei., and Widener, Sally K. (2008). Drivers of Service Satisfaction: Linking Customer Satisfaction to the Service Concept and Customer Characteristics. Journal of Service Research, 10(4), 365-381. https://bit.ly/3CQfr4o

Bickle, Marianne C., Rucker, Ryan D., and Burnsed, Katherine Annette. (2019). Online learning: Examination of attributes that promote student satisfaction. Online Journal of Distance Learning Administration, 22(1). https://bit.ly/3y8EC08

Bolliger, Doris. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67. https://bit.ly/3y3DcDS

Bozkurt, Aras., and Sharma, Ramesh. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. doi: https://doi.org/10.5281/zenodo.3778083

Braun, Virginia., and Clarke, Victoria. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi: https://doi.org/10.1191/1478088706qp063oa

Budur, Taylan., Demir, Ahmet., and Cura, Fatih. (2021). University Readiness to Online Education during Covid-19 Pandemic. International Journal of Social Sciences and Educational Studies, 8(1), 180-200. doi: http://doi.org/10.23918/ijsses.v8i1p180

Cabero-Almenara, Julio., y Llorente-Cejudo, Carmen. (2020). Covid-19: transformación radical de la digitalización en las instituciones universitarias. Campus Virtuales, 9(2), 25-34. https://bit.ly/3pgx092

Cadotte, Ernest., and Turgeon, Normand. (1988). Key factors in guest satisfaction. Cornell Hotel and Restaurant Administration Quarterly, 28(4), 44-51. doi: https://doi.org/10.1177/001088048802800415

Cao, Wenjun., Fang, Ziwei., Hou, Guoqiang., Han, Mei., Xu, Xinrong., Dong, Jiaxin., and Zheng, Jianzhong. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi: https://doi.org/10.1016/j.psychres.2020.112934

Celik, Bilal., Ozden, Kemal., and Dane, Senol. (2020). The Effects of COVID-19 Pandemic Outbreak on the Household Economy. Journal of Research in Medical and Dental Science, 8(4), 51-56. https://bit.ly/3nQENuq

Chen, Tinggui., Peng, Lijuan., Yin, Xiaohua., Rong, Jingtao., Yang, Jianjun., and Cong, Guodong. (2020). Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic. Healthcare, 8(3), 200. doi: https://doi.org/10.3390/healthcare8030200

Cohen, Louis., Manion, Lawrence., and Morrison, Keith. (2007). Research Methods in Education (6th ed.). New York, NY: Routledge. doi: https://doi.org/10.4324/9780203224342

Cole, Michele., Shelley, Daniel., and Swartz, Louis. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6). doi: https://doi.org/10.19173/irrodl.v15i6.1748

Corbin, Juliet., and Strauss, Anselms. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing (4th ed.). Sage Publications. https://bit.ly/2SFxidg

Crawford, Joseph., Butler-Henderson, Kerryn., Rudolph, Jürgen., Malkawi, Bashar., Glowatz, Matt., Burton, Rob., Magni, Paola., and Lam, Sophia. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching & Teaching, 3(1), 1-20. doi: http://doi.org/10.37074/jalt.2020.3.1.7

Croxton, Rebecca. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314. https://bit.ly/3w5m6Ep

DeShields, Oscar., Kara, Ali., and Kaynak, Erdener. (2005). Determinants of business student satisfaction and retention in higher education: applying Herzberg's two‐factor theory. International journal of educational management, 19(2), 128-139. doi: https://doi.org/10.1108/09513540510582426

Douglas, Jacqueline., Douglas, Alexander., McClelland, Robert., and Davies, John. (2015). Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context. Studies in Higher Education, 40(2), 329-349. doi: https://doi.org/10.1080/03075079.2013.842217

Dumford, Amber., and Miller, Angie. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. doi: https://doi.org/10.1007/s12528-018-9179-z

Edvardsson, Bo., and Roos, Inger. (2001). Critical incident techniques: Towards a framework for analysing the criticality of critical incidents. International Journal of Service Industry Management, 12(3), 251-268. doi: https://doi.org/10.1108/EUM0000000005520

Elliot, Kevin., and Shin, Dooyoung. (2002). Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197-209. doi: https://doi.org/10.1080/1360080022000013518

Fatoni, Arifiati Nurce., Nurkhayati, Etty., Nurdiawati, Ela., Fidziah., Pamungkas Giantoro., Adha, Suhroji., Irawan, Purwanto Agus., Julyanto, Octoberry., and Azizi, Enji. (2020). University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Systematic Reviews in Pharmacy, 11(7), 570-576. doi: https://doi.org/10.31838/srp.2020.7.81

Fawaz, Mirna., and Samaha, Ali. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52-57. doi: https://doi.org/10.1111/nuf.12521

Flanagan, John. (1954). The critical incident technique. Psychological bulletin, 51(4), 327. doi: https://doi.org/10.1037/h0061470

García-Peñalvo, Francisco., y Corell, Alfredo. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83-98. https://bit.ly/3xXaYe2

García-Peñalvo, Francisco., Corell, Alfredo., Abella-García, Victor., y Grande, Mario. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society, 21, 12. doi: http://doi.org/10.14201/eks.23013

Gonzalez, Teresa., De La Rubia, M. Angeles., Hincz, K. P., Comas-Lopez, M., Subirats, Laia., Fort, Santi., and Gomez-Monivas, Sacha. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PloS one, 15(10), e0239490. doi: https://doi.org/10.1371/journal.pone.0239490

Gremler, Dwayne. (2004). The Critical Incident Technique in Service Research. Journal of Service Research, 7(1), 65–89. doi: https://doi.org/10.1177/1094670504266138

Hamdan, Khaldoun., Al-Bashaireh, Ahmand., Zahran, Zainab., Al-Daghestani, Amal., Samira, AL-Habashneh., and Shaheen, Abeer. (2021). University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713-725. doi: https://doi.org/10.1108/IJEM-11-2020-0513

Hasan, Najmul., and Bao, Yukun. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and Youth Services Review, 118, 105355. doi: https://doi.org/10.1016/j.childyouth.2020.105355

Herzberg, Frederick A., Mausner, Bernard., and Snyderman, Barbara. (1959). The motivation to work. New York: Wiley.

Hodges, Tracey., Kerch, Cailin., and Fowler, Melisa. (2020). Teacher Education in the Time of COVID-19: Creating Digital Networks as University-School-Family Partnerships. Middle Grades Review, 6(2). https://bit.ly/3Aa6t1y

Holloway, Betsy., and Beatty, Sharon (2008). Satisfiers and dissatisfiers in the online environment: A critical incident assessment. Journal of service research, 10(4), 347-364. doi: https://doi.org/10.1177/1094670508314266

Johnston, Robert. (1995). The determinants of service quality: satisfiers and dissatisfiers. International Journal of Service Industry Management, 6(5), 53-71. doi: https://doi.org/10.1108/09564239510101536

Loton, Daniel., Parker, Philip., Stein, Cameron., and Gauci, Sally. (2020). Remote learning during COVID-19: Student satisfaction and performance. doi: https://doi.org/10.35542/osf.io/n2ybd

Maqbool, Saima; Ismail, Shaik Abdul Malik Muhamed., and Maqbool, Saira. (2020). Correlational study between learning motivation and satisfaction in online courses. Humanities & Social Sciences Reviews, 8(1), 716-724. doi: https://doi.org/10.18510/hssr.2020.8186

Miles, Matthew., Huberman, Michael., and Saldana, Johnny. (2019). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Los Angeles: SAGE Publications.

Mittal, Vikas., Kumar, Pankaj., and Tsiros, Michael. (1999). Attribute-level performance, satisfaction, and behavioral intentions over time: a consumption-system approach. Journal of Marketing, 63(2), 88-101. doi: https://doi.org/10.1177/002224299906300206

Mohammed, Kurdistan Salih., Rashid, Chnar Abdullah., Salih, Hajar Abdulaqdir., and Budur, Taylan. (2020). The role of online teaching tools on the perception of the students during the lockdown of Covid-19. International Journal of Social Sciences & Educational Studies, 7(3), 178-190. doi: http://doi.org/10.23918/ijsses.v7i3p178

Muthuprasad, Thiyaharajan., Aiswarya, S., Aditya, K. S., and Jha, Girish Kumar. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. doi: https://doi.org/10.1016/j.ssaho.2020.100101

Özgen, Carner., and Reyhan, Servet. (2020). Satisfaction, utilitarian performance and learning expectations in compulsory distance education: A test of mediation effect. Educational Research and Reviews, 15(6), 290-297. doi: http://doi.org/10.5897/ERR2020.3995

Redmann, Donna. H., Lambrecht, Judith J., and Stitt-Gohdes, Wanda L. (2000). The critical incident technique: A tool for qualitative research. Delta Pi Epsilon Journal, 42(3), 132. https://bit.ly/3AnECv8

Rogowska, Aleksandra., Kuśnierz, Cezary., and Bokszczanin, Anna. (2020). Examining Anxiety, Life Satisfaction, General Health, Stress and Coping Styles During COVID-19 Pandemic in Polish Sample of University Students. Psychology Research and Behavior Management, 13, 797-811. doi: https://doi.org/10.2147/prbm.s266511

Shapira-Lishchinsky, Orly. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and teacher education, 27(3), 648-656. doi: https://doi.org/10.1016/j.tate.2010.11.003

Shim, Tae Eun., and Lee, Song Yi. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 199, 105578. doi: https://doi.org/10.1016/j.childyouth.2020.105578

Sterling, Kenneth. (2015), Student Satisfaction with Online Learning. UC Santa Barbara, California. https://bit.ly/3qBCYkV

Tam, Maureen. (2001). Measuring quality and performance in higher education. Quality in higher Education, 7(1), 47-54. doi: https://doi.org/10.1080/13538320120045076

Toquero, Cathy. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. doi: https://doi.org/10.29333/pr/7947

Wang, Guanghai., Zhang, Yunting., Zhao, Jin., Zhanh, Jun., and Jianh, Fan. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. doi: https://doi.org/10.1016/S0140-6736(20)30547-X

World Bank [Banco Mundial]. (2020). Remote Learning and COVID-19 The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning. Recuperado de https://bit.ly/3jy1vnW

Xu, Wen., and Zammit, Katina. (2020). Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods, 19, 1-9. doi: https://doi.org/10.1177/1609406920918810

Comentarios

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...