Calidad de enseñanza a distancia y su impacto en la satisfacción estudiantil
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2021-08-11
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Pontificia Universidad Católica del Perú
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La presente investigación estudia la calidad de enseñanza a distancia y su impacto en la
satisfacción de los estudiantes. Basándose en un método mixto con diseño secuencial
exploratorio, se realizó en primer lugar entrevistas abiertas a 9 estudiantes acerca de sus
expectativas sobre los profesores a distancia. En segundo lugar, se utilizó la Escala de Calidad
de Enseñanza a Distancia (ECED) creada a partir de la información cualitativa recabada en la
fase previa, la cual contó con 16 ítems y 2 factores (α=.89):“Dialoga, acompaña y se preocupa
por el aprendizaje y bienestar de sus alumnos” y “Hace uso de herramientas digitales y
habilidades para la comunicación de contenido y solución de problemas”. Esta se aplicó a 595
estudiantes universitarios de Lima. A nivel general, se encontró que los estudiantes esperaban
contar, por un lado, con el interés genuino por parte de sus profesores tanto por su situación
académica como por su bienestar personal; y, sumado a esto, contar con que el profesor cumpla
el rol de facilitador de un aprendizaje autónomo en el contexto digital. Adicionalmente, se
encontró correlaciones significativas entre dichos factores y la satisfacción de los estudiantes.
Además, el modelo planteado de regresión lineal explicaría el 69% de la varianza de la
satisfacción de los estudiantes.
This research studies the quality of distance education and its impact on student satisfaction. Based on a mixed method with exploratory sequential design, open interviews were conducted with 9 students about their expectations of teachers in distance education. Secondly, the Distance Teaching Quality Scale, created from the qualitative information collected in the previous phase, which had 16 items and 2 factors (α = .89): “Dialogue, accompany and cares about the learning and well-being of their students” and “makes use of digital tools and skills for content communication and problem solving” was applied to 595 university students from Lima. At a general level, it was found that the students expected to count, on the one hand, with the genuine interest of their teachers, both for their academic situation and for their personal well-being. It was also found that students expected having the teacher to fulfill the role of facilitator of autonomous learning in the digital context. Additionally, significant correlations were found between these factors and student satisfaction. In addition, the proposed linear regression model would explain 69% of the variance in student satisfaction.
This research studies the quality of distance education and its impact on student satisfaction. Based on a mixed method with exploratory sequential design, open interviews were conducted with 9 students about their expectations of teachers in distance education. Secondly, the Distance Teaching Quality Scale, created from the qualitative information collected in the previous phase, which had 16 items and 2 factors (α = .89): “Dialogue, accompany and cares about the learning and well-being of their students” and “makes use of digital tools and skills for content communication and problem solving” was applied to 595 university students from Lima. At a general level, it was found that the students expected to count, on the one hand, with the genuine interest of their teachers, both for their academic situation and for their personal well-being. It was also found that students expected having the teacher to fulfill the role of facilitator of autonomous learning in the digital context. Additionally, significant correlations were found between these factors and student satisfaction. In addition, the proposed linear regression model would explain 69% of the variance in student satisfaction.
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Calidad en la enseñanza, Educación a distancia, Satisfacción del cliente, Estudiantes universitarios--Investigaciones
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