Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown

Hernández, Ramón Ventura Roque; Díaz-Roldán, José Luis; López-Mendoza, Adán; Hernández, Rolando Salazar

doi:10.1080/10494820.2021.1912112

Cited by 45 publications

(39 citation statements)

References 21 publications

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Section: Conclusion Implications and Future Researchsupporting

confidence: 93%

“…The findings reveal that interaction and the availability of technological resources to support communication are essential aspects that affect student and lecturer satisfaction. These results are consistent with recent research that has highlighted the importance of interaction in teaching and teacher-student support (Roque-Hern andez et al, 2021), in this regard, Conrad et al (2022) suggested that lack of social interactions and ambiguous communication affect perceived learning. This evidence has important implications for lecturers and faculty and career administrators, as they are responsible for teaching entrepreneurship and recognising the challenges and opportunities for university education that have emerged during the COVID-19 pandemic.…”

Section: Conclusion Implications and Future Researchsupporting

confidence: 91%

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COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

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PurposeThis study aims to investigate how the disruptive change from a face-to-face to an online teaching/learning modality due to COVID-19 has been perceived by students and lecturers of entrepreneurship courses in universities in six Latin American countries by evaluating the conditions that affect their satisfaction.Design/methodology/approachTwo online surveys were distributed to lecturers and students of entrepreneurship courses. A total of 559 responses were received from students and 270 lecturers from six Latin American countries. The information was analysed through principal component analysis (PCA), correlations and the Mann–Whitney–Wilcoxon test.FindingsThis research provides new information about the factors that are relevant to student and lecturer satisfaction when moving from mandatory face-to-face to online classes. The results show that overall satisfaction is lower among students than among teachers. Besides, that student communication with the lecturer and technology-supported access to lectures are two important aspects that affect student satisfaction. Regarding lecturers' satisfaction, the participation and attitude of their students in online classes are important conditions that affect their intention to teach online courses in the future.Practical implicationsThis study has allowed us to reflect on online education and teaching methodologies in Latin-American universities after the COVID-19 pandemic, as well as to recognise opportunities for improvement to increase student and lecturer satisfaction in this new reality.Originality/valueThis study provides new evidence by comparing the satisfaction between lecturers and students in entrepreneurship courses and factors that affect their satisfaction in several Latin American countries, after change to an online modality due to COVID-19.

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Section: Conclusion Implications and Future Researchsupporting

confidence: 93%

Section: Conclusion Implications and Future Researchsupporting

confidence: 91%

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

View full text Add to dashboard Cite

show abstract

“…El-Sayad et al (2021) explored the relationship between students' participation and their satisfaction with online learning from the perspective of students, and showed that there is a positive impact on their online learning satisfaction. Ramón et al (2021) have the same view. Intening (2021) explored teachers' online learning satisfaction in terms of reaction, empathy, and reliability from the perspective of teachers.…”

Section: Parent Satisfactionmentioning

confidence: 77%

The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children

Shao

Zhao

et al. 2022

Front. Psychol.

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With the change in the location of school education from the classroom to the home during the COVID-19 outbreak, there should be more educational caregiving from children’s parents when children learn online. Parental involvement in children’s online learning including study guide and psychological counseling is the specific content of educational caregiving, which is different from face-to-face learning. More attention should be paid to parental involvement and parents’ satisfaction with the online learning effect. This study therefore conducted a survey on middle school students’ parents to establish a moderating model, exploring the influence of parental involvement on parent satisfaction, and the number of children and parental education level as the moderator variables influencing parental involvement. The results show that there is a significant positive correlation between parental involvement and satisfaction, while the parental education level and the number of children both have a moderating effect on the relationship between parental involvement and parent satisfaction. The moderating effect of the education level of parents shows negative, while the moderating effect of the number of children is positive. An interesting finding is that the number of children has a very low influence on parental involvement.

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“…Despite the varying definitions of presence in online or blended learning environments, a tacit consensus was reached that the presence of both instructors and learners contributed to the shaping of a learning community, especially toward the establishment of shared learning goals (Jiang and Koo, 2020 ; Wang and Liu, 2020 ; Kim et al, 2021 ; Roque-Hernández et al, 2021 ). Without the virtual TP and SP, home-bound students might be bored or feel isolated (Qiu et al, 2020 ; Abouhashem et al, 2021 ; Naidoo et al, 2022 ) due to the lockdown and lack of a conducive learning environment.…”

Section: Introductionmentioning

confidence: 99%

Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community

2022

Front. Psychol.

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With the continuous lockdown and staying home strategies of COVID-19, both instructors and learners have met with the presence challenges in language learning. To address the complex and dynamic relationships of different presences in blended learning during COVID-19, based on the Community of Inquiry framework, 215 Chinese English learners were obtained as samples for an empirical test. SPSS 23 and PROCESS for SPSS were utilized to examine the hypotheses. Results indicate that teaching presence (TP) has a significant direct positive impact on social presence (SP), sense of community (SoC), and cognitive presence (CP). SP has a significant positive impact on CP and partially mediates the relationship between TP and CP. SoC is also found to impact CP and partially mediates the relationship between TP and CP. The findings also validate the chain mediating role of SP and SoC between TP and CP. Pedagogical implications are discussed.

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Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown

Cited by 45 publications

References 21 publications

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children

Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community

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