Online Teaching: A Relational Study of Perception and Satisfaction

doi:10.46451//ijts.2020.12.12

Cited by 1 publication

(1 citation statement)

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“…On top of that, the content quality is comparable to conventional education, and the topics and ideas are exchanged appropriately and help students acquire technical knowledge, rendering them technically capable. 48,49,50…”

Section: Subcategory Online Teaching-learningmentioning

confidence: 99%

Virtual education during COVID-19 in higher education: A systematic review

Torres-Caceres

Vergaray²,

Arellano³

et al. 2022

TJHE

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The objective of the present systematic review aimed to analyze studies linked to online teaching-learning, digital competence tutoring, and technological tools in virtual education during COVID-19 in higher education. The suggested methodology by the PRISMA declaration was pursued; the information search was conducted in Scopus, EBSCO, Springer Open, ProQuest, and One File. The target period ranged from May 10, 2021, to July 4, 2021; the identification, screening, eligibility, and inclusion for its progress were performed. The search produced a total of 230 studies, with 45 remaining. The inclusion criteria included original peer-reviewed research articles and qualitative and quantitative studies in higher education, comprising teachers and students addressing the study objective. In contrast, the exclusion criteria covered bibliographic reviews with procedural deficiencies, studies not exposed to a peer review process, and those not depicting a relationship with parts of the study. The results reveal that online teaching-learning, digital competence tutoring, and technological tools have been affirmative features expected to persist in higher virtual education engendered by the COVID-19 pandemic. Received: 5 October 2021Accepted: 22 April 2022

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Section: Subcategory Online Teaching-learningmentioning

confidence: 99%