Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context

Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students’ satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential a...

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Autores:: Villa Castaño, Lida Esperanza
Durán León, William Fernando

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2023

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:

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network_acronym_str	COOPER2
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repository_id_str
dc.title.none.fl_str_mv	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
title	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
spellingShingle	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America
title_short	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
title_full	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
title_fullStr	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
title_full_unstemmed	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
title_sort	Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context
dc.creator.fl_str_mv	Villa Castaño, Lida Esperanza Durán León, William Fernando
dc.contributor.author.none.fl_str_mv	Villa Castaño, Lida Esperanza Durán León, William Fernando
dc.subject.none.fl_str_mv	Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America
topic	Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America
dc.subject.other.none.fl_str_mv	Emergency remote teaching (ERT) COVID-19 Satisfaction Latin America
description	Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students’ satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, p < 0.0001, the relationship is weaker than medium constraints, = −0.22, p < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = −0.28, p < 0.0001.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-08-23T16:56:17Z
dc.date.available.none.fl_str_mv	2023-08-23T16:56:17Z
dc.date.issued.none.fl_str_mv	2023-08-19
dc.type.none.fl_str_mv	Artículos Científicos
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dc.identifier.issn.none.fl_str_mv	17454999
dc.identifier.uri.none.fl_str_mv	https://doi.org/10.1177/17454999221113125 https://hdl.handle.net/20.500.12494/52526
dc.identifier.bibliographicCitation.none.fl_str_mv	Villa-Castaño, L. E., & Durán León, W. F. (2022). Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context. Research in comparative and international education, 17(4), 548-565.
identifier_str_mv	17454999 Villa-Castaño, L. E., & Durán León, W. F. (2022). Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context. Research in comparative and international education, 17(4), 548-565.
url	https://doi.org/10.1177/17454999221113125 https://hdl.handle.net/20.500.12494/52526
dc.relation.isversionof.none.fl_str_mv	file:///C:/Users/Lida%20Villa/Downloads/villa-castano-duran-leon-2022-satisfaction-of-business-students-with-the-quality-of-classes-during-the-pandemic-a-mixed.pdf
dc.relation.ispartofjournal.none.fl_str_mv	Research in Comparative and International Education
dc.relation.references.none.fl_str_mv	Abdullah F (2006) The development of HEdPERF: a new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies 30(6): 569–581. Ahmed R, Štreimikienė D, Štreimikis J (2021) The extended UTAUT model and learning management system during COVID-19: evidence from PLS-SEM and conditional process modeling. Journal of Business Economics and Management 1–23: 82–104. Annamdevula S, Bellamkonda R (2012) Development of HiEdQUAL for measuring Servicequality in Indian higher education sector. International Journal of Innovation, Management and Technology 3(4): 412. Barbara M, Marianne B, Murphy R (2014) Learning Online: What Research Tells Us about whether, when and How. New York: Routledge. Bárcena A (2020) COVID-19 tendrá graves efectos sobre la economía mundial e impactará a los países de América Latina y el Caribe. In secretaria ejecutiva de la CEPAL. Available at https://www.thedialogue.org/events/conference-call-coronavirusand-its-consequences-for-latin-american-caribbean-economies Bakrie M, Sujanto B, Rugaiyah R (2019) The influence of service quality, institutional reputation, students’ satisfaction on students’ loyalty in higher education institution. International Journal for Educational and Vocational Studies 1(5): 379–391. https://ojs.unimal.ac.id/index.php/ijevs/article/view/1615 Barnett R (2011) The marketised university: defending the indefensible. The Marketisation of Higher Education and the Student as Consumer. Abingdon, Oxon: Routledge, 39–51. Bokolo A (2021) Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. International Journal of Educational Management 35(6): 1–18. CAF (2020) Las oportunidades de la digitalización en América Latina frente al Covid-19. Caracas: CAF. Available at https://scioteca.caf.com/handle/123456789/1541 Creswell J, Creswell J (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications. Cronin J Jr, Taylor S (1994) SERVPERF versus SERVQUAL: reconciling performance-based and perceptions-minus-expectations measurement of service quality. Journal of Marketing 58(1): 125–131. El Alfy S, Abukar A (2020) Revisiting perceived service quality in higher education: Uncovering service quality dimensions for postgraduate students. Journal of Marketing for Higher Education 30(1): 1–25. Elliott K, Shin D (2002) Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management 24(2): 197–209. Espino-Díaz L, Fernandez-Caminero G, Hernandez-Lloret C, et al. (2020) Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability 12(14): 5646. Farahmandian S, Minavand H, Afshardost M (2013) Perceived service quality and student satisfaction in higher education. Journal of Business and Management 12(4): 65–74. Ferreyra MM, Avitabile C, Paz FH (2017) At a Crossroads: Higher Education in Latin America and the Caribbean. Washington: World Bank Publications. Garrison D, Vaughan N (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: John Wiley & Sons. Gopal R, Singh V, Aggarwal A (2021) Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies 26: 6923–6947. Gruber T, Fuß S, Voss R, et al. (2010) Examining student satisfaction with higher education services: using a new measurement tool. International Journal of Public Sector Management 23(2): 105–123. Ho I, Cheong K, Weldon A (2021) Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques. Plos One 16(4): e0249423. Hair J, Black W, Babin B, Anderson R, et al. (2014) Pearson new international edition. Multivariate data analysis. 7th Edition. Essex: Pearson Education Limited Harlow. Hamdan K, Al-Bashaireh A, Zahran Z, et al. (2021) University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management 35: 713–725. Hassan S, Shamsudin MF, Mustapha I (2019) The effect of service quality and corporate image on student satisfaction and loyalty in TVET higher learning institutes (HLIs). Journal of Technical Education and Training 11(4): 77–85. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3989 Hayes A (2017) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. 3th ed. Guilford publications. Hayton J, Allen D, Scarpello V (2004) Factor retention decisions in exploratory factor analysis: a tutorial on parallel analysis. Organizational Research Methods 7(2): 191–205. Hodges C, Moore S, Lockee B, et al. (2020) The difference between emergency remote teaching and online learning. Educause Review 27(1): 1–12. Available at: https://www.academia.edu/42679104/The_Difference_Between_Emergency_Remote_Teaching_and_Online_Learning Hoyle R (ed), (2012) Handbook of Structural Equation Modeling. New York: Guilford Press. Jöreskog K, Moustaki I (2001) Factor analysis of ordinal variables: a comparison of three approaches. Multivariate Behavioral Research 36(3): 347–387. Karalis T (2020) Planning and evaluation during educational disruption: lessons learned from Covid-19 pandemic for treatment of emergencies in education. European Journal of Education Studies 7(4): 125–142. Katz R, Jung J, Callorda F (2020) El estado de la digitalización de América Latina frente a la pandemia del COVID-19. Kerres M (2020) Against all odds: education in Germany coping with Covid-19. Post Digital Science and Education 2(3): 690–694. Kwek C, Lau T, Tan P (2010) Education quality process model and its influence on students’ perceived service quality. International Journal of Business and Management 5(8): 154–165. Krishnamurthy S (2020) The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of Business Research 117: 1–5. Khlaif Z, Salha S (2020) The unanticipated educational challenges of developing countries in Covid-19 crisis: a brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences 11(2): 130–134. Lincoln Y, Guba E (1985) Naturalistic Inquiry. Newbury Park: Sage. Mehall S (2020) Purposeful interpersonal interaction in online learning: what is it and how is it measured? Online Learning 24(1): 182–204. Morse J (2016) Mixed Method Design: Principles and Procedures. London: Routledge. Mukhtar U, Anwar S, Ahmed U, et al. (2015) Factors effecting the service quality of public and private sector universities comparatively: an empirical investigation. Journal of Arts, Science & Commerce 3(1): 132–142. Nguyen A, Tran N, Tran-Chi V, et al. (2020) Students’ perceptions towards the education service quality in a selected higher education institution in central vietnam. Int J Edu Sci 28(1–3): 63–71. Oliva E, Gómez Y (2014) Evolución conceptual de los modelos de medición de la percepción de calidad del servicio: una mirada desde la educación superior. Suma De Negocios 5(12): 180–191. Osmani F (2021) Analysis of students satisfaction with virtual education in medical science university during the pandemic outbreak of COVID-19. International Journal of Assessment Tools in Education 8(1): 1–8. Parasuraman A, Zeithaml V, Berry L (1988) SERVQUAL: a multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing 64(1): 12–40. Pérez-Villalobos C, Ventura-Ventura J, Spormann-Romeri C, et al. (2021) Satisfaction with remote teaching during the first semester of the COVID-19 crisis: psychometric properties of a scale for health students. Plos One 16(4): 1–18. R Core Team (2014) R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Available at http://www.R-project.org/ Revelle W (2011) An overview of the psych package. Dep Psychol Northwest Univ, 3, 1–25. http://personality-project.org/r/overview.pdf Rosseel Y (2012) Lavaan: An R Package for Structural Equation Modeling and More. Version 0.5–12 (BETA). Saif N (2014) The effect of service quality on student satisfaction: a field study for health services administration students. International Journal of Humanities and Social Science 4(8): 172–181. Santini F, Ladeira W, Sampaio C, et al. (2017) Student satisfaction in higher education: a meta-analytic study. Journal of Marketing for Higher Education 27(1): 1–18. Schwandt T, Lincoln Y, Guba E (2007) Judging interpretations: but is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation 114: 11–25. Siemens G (2015) Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Available at http://linkresearchlab.org/PreparingDigitalUniversity.pdf Weerasinghe I, Fernando R (2018) University facilities and student satisfaction in Sri Lanka. International Journal of Educational Management 26(1): 115–130. Whalen J (2020) Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education 28(2): 189–199. https://www.learntechlib.org/primary/p/215995/ Wong A, Woo A, Tong C, et al. (2016) Student satisfaction and school reputation: the moderating role of student loyalty and school image. Journal of Marketing and HR 2(1): 113–125. https://core.ac.uk/download/pdf/267835002.pdf World Economic Forum (WEF) (2020) 3 ways the coronavirus pandemic could reshape education. Available at https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-to-stay/ Zayapragassarazan Z (2020) COVID-19: strategies for engaging remote learners in medical education. Online Submission 9(273): 1–18. https://files.eric.ed.gov/fulltext/ED604479.pdf
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spelling	Villa Castaño, Lida EsperanzaDurán León, William Fernando17 (4)2023-08-23T16:56:17Z2023-08-23T16:56:17Z2023-08-1917454999https://doi.org/10.1177/17454999221113125https://hdl.handle.net/20.500.12494/52526Villa-Castaño, L. E., & Durán León, W. F. (2022). Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context. Research in comparative and international education, 17(4), 548-565.Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students’ satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, p < 0.0001, the relationship is weaker than medium constraints, = −0.22, p < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = −0.28, p < 0.0001.Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students’ satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, p < 0.0001, the relationship is weaker than medium constraints, = −0.22, p < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = −0.28, p < 0.0001.https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000644463https://orcid.org/0000-0003-3510-3870lida.villacas@campusucc.edu.cohttps://scholar.google.es/citations?user=oS6-E3MAAAAJ&hl=es548-665 p.Universidad Cooperativa de Colombia, Facultad de Ciencias Económicas, Administrativas y Contables, Administración de Empresas, BogotáAdministración de EmpresasBogotáfile:///C:/Users/Lida%20Villa/Downloads/villa-castano-duran-leon-2022-satisfaction-of-business-students-with-the-quality-of-classes-during-the-pandemic-a-mixed.pdfResearch in Comparative and International EducationAbdullah F (2006) The development of HEdPERF: a new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies 30(6): 569–581.Ahmed R, Štreimikienė D, Štreimikis J (2021) The extended UTAUT model and learning management system during COVID-19: evidence from PLS-SEM and conditional process modeling. Journal of Business Economics and Management 1–23: 82–104.Annamdevula S, Bellamkonda R (2012) Development of HiEdQUAL for measuring Servicequality in Indian higher education sector. International Journal of Innovation, Management and Technology 3(4): 412.Barbara M, Marianne B, Murphy R (2014) Learning Online: What Research Tells Us about whether, when and How. New York: Routledge.Bárcena A (2020) COVID-19 tendrá graves efectos sobre la economía mundial e impactará a los países de América Latina y el Caribe. In secretaria ejecutiva de la CEPAL. Available at https://www.thedialogue.org/events/conference-call-coronavirusand-its-consequences-for-latin-american-caribbean-economiesBakrie M, Sujanto B, Rugaiyah R (2019) The influence of service quality, institutional reputation, students’ satisfaction on students’ loyalty in higher education institution. International Journal for Educational and Vocational Studies 1(5): 379–391. https://ojs.unimal.ac.id/index.php/ijevs/article/view/1615Barnett R (2011) The marketised university: defending the indefensible. The Marketisation of Higher Education and the Student as Consumer. Abingdon, Oxon: Routledge, 39–51.Bokolo A (2021) Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. International Journal of Educational Management 35(6): 1–18.CAF (2020) Las oportunidades de la digitalización en América Latina frente al Covid-19. Caracas: CAF. Available at https://scioteca.caf.com/handle/123456789/1541Creswell J, Creswell J (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications.Cronin J Jr, Taylor S (1994) SERVPERF versus SERVQUAL: reconciling performance-based and perceptions-minus-expectations measurement of service quality. Journal of Marketing 58(1): 125–131.El Alfy S, Abukar A (2020) Revisiting perceived service quality in higher education: Uncovering service quality dimensions for postgraduate students. Journal of Marketing for Higher Education 30(1): 1–25.Elliott K, Shin D (2002) Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management 24(2): 197–209.Espino-Díaz L, Fernandez-Caminero G, Hernandez-Lloret C, et al. (2020) Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability 12(14): 5646.Farahmandian S, Minavand H, Afshardost M (2013) Perceived service quality and student satisfaction in higher education. Journal of Business and Management 12(4): 65–74.Ferreyra MM, Avitabile C, Paz FH (2017) At a Crossroads: Higher Education in Latin America and the Caribbean. Washington: World Bank Publications.Garrison D, Vaughan N (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: John Wiley & Sons.Gopal R, Singh V, Aggarwal A (2021) Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies 26: 6923–6947.Gruber T, Fuß S, Voss R, et al. (2010) Examining student satisfaction with higher education services: using a new measurement tool. International Journal of Public Sector Management 23(2): 105–123.Ho I, Cheong K, Weldon A (2021) Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques. Plos One 16(4): e0249423.Hair J, Black W, Babin B, Anderson R, et al. (2014) Pearson new international edition. Multivariate data analysis. 7th Edition. Essex: Pearson Education Limited Harlow.Hamdan K, Al-Bashaireh A, Zahran Z, et al. (2021) University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management 35: 713–725.Hassan S, Shamsudin MF, Mustapha I (2019) The effect of service quality and corporate image on student satisfaction and loyalty in TVET higher learning institutes (HLIs). Journal of Technical Education and Training 11(4): 77–85. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3989Hayes A (2017) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. 3th ed. Guilford publications.Hayton J, Allen D, Scarpello V (2004) Factor retention decisions in exploratory factor analysis: a tutorial on parallel analysis. Organizational Research Methods 7(2): 191–205.Hodges C, Moore S, Lockee B, et al. (2020) The difference between emergency remote teaching and online learning. Educause Review 27(1): 1–12. Available at: https://www.academia.edu/42679104/The_Difference_Between_Emergency_Remote_Teaching_and_Online_LearningHoyle R (ed), (2012) Handbook of Structural Equation Modeling. New York: Guilford Press.Jöreskog K, Moustaki I (2001) Factor analysis of ordinal variables: a comparison of three approaches. Multivariate Behavioral Research 36(3): 347–387.Karalis T (2020) Planning and evaluation during educational disruption: lessons learned from Covid-19 pandemic for treatment of emergencies in education. European Journal of Education Studies 7(4): 125–142.Katz R, Jung J, Callorda F (2020) El estado de la digitalización de América Latina frente a la pandemia del COVID-19.Kerres M (2020) Against all odds: education in Germany coping with Covid-19. Post Digital Science and Education 2(3): 690–694.Kwek C, Lau T, Tan P (2010) Education quality process model and its influence on students’ perceived service quality. International Journal of Business and Management 5(8): 154–165.Krishnamurthy S (2020) The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of Business Research 117: 1–5.Khlaif Z, Salha S (2020) The unanticipated educational challenges of developing countries in Covid-19 crisis: a brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences 11(2): 130–134.Lincoln Y, Guba E (1985) Naturalistic Inquiry. Newbury Park: Sage.Mehall S (2020) Purposeful interpersonal interaction in online learning: what is it and how is it measured? Online Learning 24(1): 182–204.Morse J (2016) Mixed Method Design: Principles and Procedures. London: Routledge.Mukhtar U, Anwar S, Ahmed U, et al. (2015) Factors effecting the service quality of public and private sector universities comparatively: an empirical investigation. Journal of Arts, Science & Commerce 3(1): 132–142.Nguyen A, Tran N, Tran-Chi V, et al. (2020) Students’ perceptions towards the education service quality in a selected higher education institution in central vietnam. Int J Edu Sci 28(1–3): 63–71.Oliva E, Gómez Y (2014) Evolución conceptual de los modelos de medición de la percepción de calidad del servicio: una mirada desde la educación superior. Suma De Negocios 5(12): 180–191.Osmani F (2021) Analysis of students satisfaction with virtual education in medical science university during the pandemic outbreak of COVID-19. International Journal of Assessment Tools in Education 8(1): 1–8.Parasuraman A, Zeithaml V, Berry L (1988) SERVQUAL: a multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing 64(1): 12–40.Pérez-Villalobos C, Ventura-Ventura J, Spormann-Romeri C, et al. (2021) Satisfaction with remote teaching during the first semester of the COVID-19 crisis: psychometric properties of a scale for health students. Plos One 16(4): 1–18.R Core Team (2014) R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Available at http://www.R-project.org/Revelle W (2011) An overview of the psych package. Dep Psychol Northwest Univ, 3, 1–25. http://personality-project.org/r/overview.pdfRosseel Y (2012) Lavaan: An R Package for Structural Equation Modeling and More. Version 0.5–12 (BETA).Saif N (2014) The effect of service quality on student satisfaction: a field study for health services administration students. International Journal of Humanities and Social Science 4(8): 172–181.Santini F, Ladeira W, Sampaio C, et al. (2017) Student satisfaction in higher education: a meta-analytic study. Journal of Marketing for Higher Education 27(1): 1–18.Schwandt T, Lincoln Y, Guba E (2007) Judging interpretations: but is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation 114: 11–25.Siemens G (2015) Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Available at http://linkresearchlab.org/PreparingDigitalUniversity.pdfWeerasinghe I, Fernando R (2018) University facilities and student satisfaction in Sri Lanka. International Journal of Educational Management 26(1): 115–130.Whalen J (2020) Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education 28(2): 189–199. https://www.learntechlib.org/primary/p/215995/Wong A, Woo A, Tong C, et al. (2016) Student satisfaction and school reputation: the moderating role of student loyalty and school image. Journal of Marketing and HR 2(1): 113–125. https://core.ac.uk/download/pdf/267835002.pdfWorld Economic Forum (WEF) (2020) 3 ways the coronavirus pandemic could reshape education. Available at https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-to-stay/Zayapragassarazan Z (2020) COVID-19: strategies for engaging remote learners in medical education. 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Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context

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