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 situati...

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Bibliographic Details
Published in:Comunicar 2022-01, Vol.30 (70), p.1-10
Main Authors: Sáiz-Manzanares, María-Consuelo, Casanova, Joana-R, Lencastre, José-Alberto, Almeida, Leandro, Martín-Antón, Luis-Jorge
Format: Article
Language:English
Subjects:
Active Learning
Communication
Competency Based Education
Coronaviruses
COVID-19
Distance Education
Distance learning
Economic development
Education policy
Electronic Learning
Foreign Countries
Higher education
Independent Study
Innovations
Learning Processes
Lifelong Learning
Medical research
Online instruction
Outcomes of Education
Pandemics
Pedagogy
Qualitative research
Society
Student Development
Student Projects
Student Satisfaction
Students
Teaching
Teaching Methods
Undergraduate Students
Web Based Instruction
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Summary: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.
ISSN:1134-3478
DOI:10.3916/C70-2022-03