Student satisfaction with online teaching in times of COVID-19

Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching);(2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Spanish) La Educacion Superior es uno de los motores del desarrollo social y economico de los paises, teniendo como objetivo ultimo el de facilitar una formacion academica de calidad. En la actualidad, los modelos de ensenanza-aprendizaje en entornos virtuales implican retos importantes, especificamente en la actual situacion por la COVID-19. Algunos de estos desafios se abordaran en este estudio. Se trabajo con 225 estudiantes de tercero de grado en titulaciones de Ciencias de la Salud, a lo largo de dos cursos academicos impartidos durante la situacion de pandemia. Los objetivos fueron: 1) comprobar si existian diferencias significativas en la satisfaccion de los estudiantes con el proceso docente respecto del primer ano de pandemia (se aplico docencia e-Learning) vs. el segundo ano (se aplico docencia b-Learning);2) comprobar si existian diferencias significativas en los resultados academicos entre ambos grupos. Se realizo una investigacion cuantitativa (se utilizo un diseno factorial 2x2, ANOVA y ANCOVA) y otra cualitativa (se utilizo un diseno comparativo con analisis de categorizacion). Los resultados indican diferencias en algunos aspectos de la satisfaccion y en los resultados de aprendizaje, a favor de la docencia en el segundo ano. Los estudiantes valoraron positivamente el uso de metodologias activas y de recursos tecnologicos, si bien concluyeron que su uso exigia mas tiempo de trabajo. Futuros estudios se dirigiran a contrastar la satisfaccion de estudiantes en otras ramas de conocimiento. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Teacher Training Effectiveness in Self-Regulation in Virtual Environments

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.

Student Satisfaction with Online Teaching in Times of COVID-19

Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching);and (2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge.

Satisfacción de los estudiantes con la docencia online en tiempos de COVID-19

At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching);(2) to determine whether there were significant differences in academic performance between the two groups. Online learning, technology innovation, satisfaction, project based learning, digital competence, COVID-19. 1.Introducción y estado de la cuestión La Educación Superior (ES) hoy merece una atención especial por parte de los gobiernos y la sociedad en general, ya que se la considera cada vez más como un importante motor del desarrollo social y económico de los países. En esta línea, el European Framework for the Digital Competence of Educators (DigCompEdu) diferencia seis niveles de competencia digital (Redecker & Punie, 2017): Newcomers (A1), son docentes que han tenido muy poco contacto con la utilización de herramientas digitales;Explorers (A2), son profesores que se han iniciado en el uso de las herramientas digitales, pero aún no tienen un enfoque global;Integrators (B1), son profesores que utilizan y experimentan con herramientas digitales para diversos fines, tratando de comprender qué estrategias digitales funcionan mejor en cada contexto;Experts (B2), son profesores que utilizan una serie de herramientas digitales con seguridad, creatividad y espíritu crítico con el fin de mejorar sus actividades profesionales, y amplían continuamente su repertorio de prácticas;Leaders (C1), son profesores que utilizan un amplio repertorio de estrategias digitales flexibles, completas y eficaces;y Pioneers (C2), son profesores que cuestionan la idoneidad de las prácticas digitales y pedagógicas contemporáneas, de las que ellos mismos son expertos, y al mismo tiempo lideran la innovación siendo un modelo para los profesores más jóvenes.

Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos.

Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching-learning models must be based on the use of active methodologies that facilitate students' motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students' satisfaction with teachers' performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences.

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques.

Monitoring students in Learning Management Systems (LMS) throughout the teaching-learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19.

The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.