Business School Student Satisfaction with Emergency Remote Teaching

Abstract

This study analyzes Peruvian Business School students’ experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents – 25 satisfactory and 31 unsatisfactory – in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students’ experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs.

E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia

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“…In recent times, a considerable amount of research concentrates around student satisfaction as a relevant measure of quality education and as an indicator of IS effectiveness and success, particularly in the context of e-learning (Alqurashi, 2019;Atchley et al, 2013;Baber, 2020;Martín-Rodríguez et al, 2015;Teo, 2010;Teo & Wong, 2013). Several research studies have since attempted to explore the e-learning satisfaction of the students (Baber, 2020;Jiménez-Bucarey et al, 2021;Elshami et al, 2021;Quispe & Alecchi, 2021;Naseer & Rafique, 2021;Ouajdouni et al, 2021;Simanullang et al, 2021;Thach et al, 2021).…”

Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model

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