Percepciones del proceso enseñanza-aprendizaje con estudiantes universitarios a partir de la COVID-19

Filadelfo León-Cázares; Diana Lizette Becerra-Peña; Moreno-Arellano; Carmen Leticia Borrayo-Rodríguez

doi:10.12795/revistafuentes.2024.23562

Authors

Filadelfo León-Cázares Universidad de Guadalajara (México) https://orcid.org/0000-0002-5985-5535
Diana Lizette Becerra-Peña Universidad de Guadalajara (México) https://orcid.org/0000-0002-2796-3777
Moreno-Arellano Universidad de Guadalajara (México)
Carmen Leticia Borrayo-Rodríguez Universidad de Guadalajara (México)

DOI:

https://doi.org/10.12795/revistafuentes.2024.23562

Keywords:

Emergency Remote Learning, Course Design, Higher Education, Virtual Environment, Dependent Samples, COVID-19 Pandemic, Learning Outcome, University

Abstract

Introduction. COVID-19 affected the teaching-learning process in universities. In general, there has been a shift from a face-to-face environment to an emergency remote environment (use of the Internet as a communication channel between professors and students). It is argued that most university courses will continue to be taught in a hybrid environment, although there is little literature on this subject, mainly in non-English speaking countries. This research aims to describe and explain factors affecting the level of university students' learning satisfaction in a face-to-face environment and an emergency remote environment. Method. 797 students' perceptions on Course Design and Teacher Interaction (CDI), Inter-student Interaction (SI), and Individual Learning (IL) were analyzed to explain Learning Outcomes (LO) in a Mexican University. The research design was dependent samples, students answered the same items considering both learning environments. Data analysis was performed through Exploratory Factor Analysis, paired means comparison, and multiple linear regression models. Results. Students preferred face-to-face environment to remote emergency environment. However, there are indications of a Learning Outcome associated with individual online learning. Conclusions. The findings contribute to the emergency remote education literature in Latin America context and stregthen instructional design. Specifically, the influence of the aforementioned factors in the two learning environments.

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References

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