Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

Abstract

A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.

Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

“…These are the personal skills and characteristics of both the student and the teacher, the level of learner-teacher interaction, the learning resources available, and the external environmental influences on the student. Similar results are shown by del Arco et al [19], where quality online teaching is associated with adequate interactions between teachers and students (speed of teacher response and promotion of active student participation), as well as with the quality of the material resources offered (motivational resources, innovative and easily accessible).…”

“…For the online teaching-learning process to be effective, it is necessary to learn more about its potential and use. Therefore, it is essential to go beyond emergency online practices and develop distance teaching and learning based on quality criteria resulting from careful planning and appropriate instructional design [2,19]. This period of change implies the need to provide a scientific, evidence-based perspective on what works and what does not, but most importantly, to understand the characteristics, processes, outcomes, and implications of online educational practices [20,21].…”

“…Despite the advantages that distance education seems to have, other authors [5,[17][18][19][20][21][22][23][24][25][26] mention some drawbacks at the technical level ranging from download errors, installation problems, login, audio, and video problems, etc.…”

“…Indeed, the implementation of the online work methodology made it possible to transcend the difficulties derived from confinement and provide the opportunity for all students to continue their studies regardless of their location. The interaction between students and teachers-the need for which is also highlighted by Kaviyarasi and Balasubramanian [25] and del Arco et al [19]-was made feasible thanks to the virtual tools and spaces available, enabling more personalized attention according to the academic needs of each student. In fact, the absence of synchronous classes increased the time available for professors to clarify particular issues through private messaging or in the tutorials themselves.…”

Use of MOOCs in Health Care Training: A Descriptive-Exploratory Case Study in the Setting of the COVID-19 Pandemic

“…This will be the comparative limit used to analyze the data of similar or related degrees in order to obtain sufficient indications of the training and professional processes that are underway, and whose effectiveness will depend on the attention to the needs faced and addressed by professionals so that their actions are optimal and appropriate to what society and its members demand of them. The importance of the quality of the MOOCs is noteworthy, as pointed to in studies by authors such as del Arco, Flores, Ramos-Pla, and Silva [35,36].…”