Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America
This research examines the perception of undergraduate students of public and private universities in Latin America on the quality of the lessons that applied the emergency remote teaching (ERT) in the time of COVID-19. This study employs a mixed sequential approach, starting with six focal groups,...
- Autores:
-
Villa Castaño, Lida Esperanza
Fernando Durán, Guillermo
Arohuanca Percca, Paula Andrea
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Universidad Cooperativa de Colombia
- Repositorio:
- Repositorio UCC
- Idioma:
- OAI Identifier:
- oai:repository.ucc.edu.co:20.500.12494/52524
- Acceso en línea:
- https://doi.org/10.1371/journal.pone.0268966
https://hdl.handle.net/20.500.12494/52524
- Palabra clave:
- Covid 19
Covid-19
- Rights
- openAccess
- License
- Atribución – No comercial
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Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| title |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| spellingShingle |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America Covid 19 Covid-19 |
| title_short |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| title_full |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| title_fullStr |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| title_full_unstemmed |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| title_sort |
Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America |
| dc.creator.fl_str_mv |
Villa Castaño, Lida Esperanza Fernando Durán, Guillermo Arohuanca Percca, Paula Andrea |
| dc.contributor.author.none.fl_str_mv |
Villa Castaño, Lida Esperanza Fernando Durán, Guillermo Arohuanca Percca, Paula Andrea |
| dc.subject.none.fl_str_mv |
Covid 19 |
| topic |
Covid 19 Covid-19 |
| dc.subject.other.none.fl_str_mv |
Covid-19 |
| description |
This research examines the perception of undergraduate students of public and private universities in Latin America on the quality of the lessons that applied the emergency remote teaching (ERT) in the time of COVID-19. This study employs a mixed sequential approach, starting with six focal groups, and finishing with a quantitative validation exercise that uses exploratory and confirmatory factor analysis as well as regression models. Findings reveal that student perception is elicited along three dimensions: concerns related to academic quality, teaching strategies applied by professors, and access limitations. Moderation analysis shows that the relationship between teaching strategies and the concerns related to academic quality varies and that it even gets stronger when access limitations are reduced. Consequently, perception is limited by student access to maintain the teaching–Learning process. |
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2023 |
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2023-08-23T16:01:30Z |
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2023-08-23T16:01:30Z |
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2023-08-19 |
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Artículos Científicos |
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VVilla Castaño LE, Durán WF, Arohuanca Percca PA (2022) Percepción de la calidad de las lecciones remotas en tiempos de COVID-19: Un estudio comparativo en América Latina calidad de las lecciones remotas en el contexto de COVID-19. MÁS UNO 17(6): e0268966. https://doi.org/10.1371/journal.pone.0268966 |
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19326203 VVilla Castaño LE, Durán WF, Arohuanca Percca PA (2022) Percepción de la calidad de las lecciones remotas en tiempos de COVID-19: Un estudio comparativo en América Latina calidad de las lecciones remotas en el contexto de COVID-19. MÁS UNO 17(6): e0268966. https://doi.org/10.1371/journal.pone.0268966 |
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Greer SL, King EJ, da Fonseca EM, Peralta-Santos A. The comparative politics of COVID-19: The need to understand government responses. Glob Public Health. 2020;15: 1413–1416 pmid:32564670 Anderson M, Mckee M, Mossialos E. Covid-19 exposes weaknesses in European response to outbreaks. BMJ. 2020;368: m1075. pmid:32188590 Karimian Z, Farrokhi MR, Moghadami M, Zarifsanaiey N, Mehrabi M, Khojasteh L, et al. Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Educ Inf Technol. 2021; 1–22. pmid:34566468 Shamasunder S, Holmes SM, Goronga T, Carrasco H, Katz E, Frankfurter R, et al. COVID-19 reveals weak health systems by design: Why we must re-make global health in this historic moment. Glob Public Health. 2020;15(7): 1083–9. pmid:32352911 Hodges CB, Moore S, Lockee BB, Trust, Torrey, Bond MA. The difference between emergency remote teaching and online learning. 2020 https://vtechworks.lib.vt.edu/handle/10919/104648 Aithal S, Aithal S. Impact of on-line education on higher education system. 2016; Shambour MKY, Abu-Hashem MA. Analysing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic. Educ Inf Technol. 2021: 1–21. pmid:34548840 Moreno A. El estado de la digitalización de América Latina y el Caribe en el contexto del COVID-19. Alainet.org. 2020. https://www.alainet.org/es/articulo/207652 CAF. El estado de la digitalización de América Latina frente a la pandemia del COVID-19. 2020. https://scioteca.caf.com/handle/123456789/1540 Jordan V, Galperin H, Peres W. Banda ancha en América Latina más allá de la conectividad. CEPAL. 2013. http://dirsi.net/web/web/es/publicaciones/detalle/la-brecha-digital-en-america-latina--precio--calidad-y-asequibilidad-de-la-banda-ancha-en-la-region Fernández–González N. Replantear la educación ¿Hacia un bien común mundial? UNESCO. Supranatl Policies Educ. 2016; 4: 207–2009. Pérez-Villalobos C, Ventura-Ventura J, Spormann-Romeri C, Melipillán R, Jara-Reyes C, Paredes-Villarroel X, et al. Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students. PLoS One. 2021;16(4): e0250739. pmid:33909704 Bleiklie I, Michelsen S. The university as enterprise and academic co-determination. Higher Education Dynamics. 2008: 57–78. Gandara PC, Contreras F. The Latino education crisis: The consequences of failed social policies. Harvard university press, 2010. Segreraa FL, Technical University of Catalonia. Global issues of higher education with special reference to Latin America and the Caribbean1. J Int Comp Educ. 2015;4(1):39–48. Lemaitre MJ. Quality Assurance in Latin America. Quality Assurance in Higher Education. 2014: 160–77. Acosta F, Pérez Centeno CG. Re-bordering comparative education in Latin America: Between global limits and local characteristics. Int Rev Educ. 2011;57(3–4): 477–96. Barcena, A. COVID-19 tendrá graves efectos sobre la economía mundial e impactará a los países de América Latina y el Caribe. Cepal.org. 2021. https://www.cepal.org/es/comunicados/covid-19-tendra-graves-efectos-la-economia-mundial-impactara-paises-america-latina Serhan D. Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science. 2020;4(4): 335–42. Tajik F. Quarantine and education: an assessment of Iranian formal education during the COVID-19 outbreak and school closures. Eric.ed.gov. 2021. https://files.eric.ed.gov/fulltext/EJ1285530.pdf Bouchey B, Gratz E, Kurland S. Remote student support during COVID-19: Perspectives of chief online officers in higher education. Online learn. 2021;25(1). Available from: Demuyakor J. Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online J Commun Media Technol. 2020;10(3): e202018. Hasan N, Bao Y. Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Child Youth Serv Rev. 2020;118 (105355):105355. pmid:32834276 Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. 2020;1(100012):100012. pmid:35059663 Sánchez Gómez JS, Quiroga Barrios KL, Ospina Díaz PA. Desafíos tecnológicos para el sector educativo de América Latina en tiempos de pandemia. 2020. https://repositorio.uniandes.edu.co/handle/1992/45881 Ramos-Huenteo V, García-Vásquez H, Olea-González C, Lobos-Peña K, Sáez-Delgado F. Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica. 2020;9(2): 334. Umaña-Mata AC. Educación Superior en Tiempos de COVID-19: oportunidades y retos de la educación a distancia. Innov educ. 2020;22: 36–49. Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek. Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability. 2020;12(20): 8438. Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications; 2017. Morse JM. Mixed method design: Principles and procedures. 2a ed. Londres, Inglaterra: Routledge; 2018. Hair J, Anderson R, Babin B, Black W. Multivariate Data Analysis. 8a ed. Andover, Inglaterra: Cengage Learning EMEA; 2018. Jöreskog KG, Moustaki I. Factor analysis of ordinal variables: A comparison of three approaches. Multivariate Behav Res. 2001;36(3): 347–87. pmid:26751181 Hayton JC, Allen DG, Scarpello V. Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organ Res Methods. 2004;7(2): 191–205. Hoyle RH, editor. Handbook of structural equation modeling. Nueva York, NY, Estados Unidos de América: Guilford Publications; 2014. Team RC. R: A language and environment for statistical computing. R Foundation for Statistical Computing, 2014. Revelle W. An overview of the psych package. Dep Psychol Northwest Univ. 2011;3: 1–25. Rosseel Y. lavaan: AnRPackage for Structural Equation Modeling. J Stat Softw. 2012;48(2): 1–36 Hayes AF. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications; 2017. |
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Villa Castaño, Lida EsperanzaFernando Durán, GuillermoArohuanca Percca, Paula Andrea17 (6)2023-08-23T16:01:30Z2023-08-23T16:01:30Z2023-08-1919326203https://doi.org/10.1371/journal.pone.0268966https://hdl.handle.net/20.500.12494/52524VVilla Castaño LE, Durán WF, Arohuanca Percca PA (2022) Percepción de la calidad de las lecciones remotas en tiempos de COVID-19: Un estudio comparativo en América Latina calidad de las lecciones remotas en el contexto de COVID-19. MÁS UNO 17(6): e0268966. https://doi.org/10.1371/journal.pone.0268966This research examines the perception of undergraduate students of public and private universities in Latin America on the quality of the lessons that applied the emergency remote teaching (ERT) in the time of COVID-19. This study employs a mixed sequential approach, starting with six focal groups, and finishing with a quantitative validation exercise that uses exploratory and confirmatory factor analysis as well as regression models. Findings reveal that student perception is elicited along three dimensions: concerns related to academic quality, teaching strategies applied by professors, and access limitations. Moderation analysis shows that the relationship between teaching strategies and the concerns related to academic quality varies and that it even gets stronger when access limitations are reduced. Consequently, perception is limited by student access to maintain the teaching–Learning process.This research examines the perception of undergraduate students of public and private universities in Latin America on the quality of the lessons that applied the emergency remote teaching (ERT) in the time of COVID-19. This study employs a mixed sequential approach, starting with six focal groups, and finishing with a quantitative validation exercise that uses exploratory and confirmatory factor analysis as well as regression models. Findings reveal that student perception is elicited along three dimensions: concerns related to academic quality, teaching strategies applied by professors, and access limitations. Moderation analysis shows that the relationship between teaching strategies and the concerns related to academic quality varies and that it even gets stronger when access limitations are reduced. Consequently, perception is limited by student access to maintain the teaching–Learning process.https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000644463https://orcid.org/0000-0003-3510-3870levicavc@outlook.es; lida.villacas@campusucc.edu.cohttps://scholar.google.es/citations?user=oS6-E3MAAAAJ&hl=es1-16 p.Universidad Cooperativa de Colombia, Facultad de Ciencias Económicas, Administrativas y Contables, Administración de Empresas, BogotáDamian PattinsonAdministración de EmpresasBogotáhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0268966Plos OneGreer SL, King EJ, da Fonseca EM, Peralta-Santos A. The comparative politics of COVID-19: The need to understand government responses. Glob Public Health. 2020;15: 1413–1416 pmid:32564670Anderson M, Mckee M, Mossialos E. Covid-19 exposes weaknesses in European response to outbreaks. BMJ. 2020;368: m1075. pmid:32188590Karimian Z, Farrokhi MR, Moghadami M, Zarifsanaiey N, Mehrabi M, Khojasteh L, et al. Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Educ Inf Technol. 2021; 1–22. pmid:34566468Shamasunder S, Holmes SM, Goronga T, Carrasco H, Katz E, Frankfurter R, et al. COVID-19 reveals weak health systems by design: Why we must re-make global health in this historic moment. Glob Public Health. 2020;15(7): 1083–9. pmid:32352911Hodges CB, Moore S, Lockee BB, Trust, Torrey, Bond MA. The difference between emergency remote teaching and online learning. 2020 https://vtechworks.lib.vt.edu/handle/10919/104648Aithal S, Aithal S. Impact of on-line education on higher education system. 2016;Shambour MKY, Abu-Hashem MA. Analysing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic. Educ Inf Technol. 2021: 1–21. pmid:34548840Moreno A. El estado de la digitalización de América Latina y el Caribe en el contexto del COVID-19. Alainet.org. 2020. https://www.alainet.org/es/articulo/207652CAF. El estado de la digitalización de América Latina frente a la pandemia del COVID-19. 2020. https://scioteca.caf.com/handle/123456789/1540Jordan V, Galperin H, Peres W. Banda ancha en América Latina más allá de la conectividad. CEPAL. 2013. http://dirsi.net/web/web/es/publicaciones/detalle/la-brecha-digital-en-america-latina--precio--calidad-y-asequibilidad-de-la-banda-ancha-en-la-regionFernández–González N. Replantear la educación ¿Hacia un bien común mundial? UNESCO. Supranatl Policies Educ. 2016; 4: 207–2009.Pérez-Villalobos C, Ventura-Ventura J, Spormann-Romeri C, Melipillán R, Jara-Reyes C, Paredes-Villarroel X, et al. Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students. PLoS One. 2021;16(4): e0250739. pmid:33909704Bleiklie I, Michelsen S. The university as enterprise and academic co-determination. Higher Education Dynamics. 2008: 57–78.Gandara PC, Contreras F. The Latino education crisis: The consequences of failed social policies. Harvard university press, 2010.Segreraa FL, Technical University of Catalonia. Global issues of higher education with special reference to Latin America and the Caribbean1. J Int Comp Educ. 2015;4(1):39–48.Lemaitre MJ. Quality Assurance in Latin America. Quality Assurance in Higher Education. 2014: 160–77.Acosta F, Pérez Centeno CG. Re-bordering comparative education in Latin America: Between global limits and local characteristics. Int Rev Educ. 2011;57(3–4): 477–96.Barcena, A. COVID-19 tendrá graves efectos sobre la economía mundial e impactará a los países de América Latina y el Caribe. Cepal.org. 2021. https://www.cepal.org/es/comunicados/covid-19-tendra-graves-efectos-la-economia-mundial-impactara-paises-america-latinaSerhan D. Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science. 2020;4(4): 335–42.Tajik F. Quarantine and education: an assessment of Iranian formal education during the COVID-19 outbreak and school closures. Eric.ed.gov. 2021. https://files.eric.ed.gov/fulltext/EJ1285530.pdfBouchey B, Gratz E, Kurland S. Remote student support during COVID-19: Perspectives of chief online officers in higher education. Online learn. 2021;25(1). Available from:Demuyakor J. Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online J Commun Media Technol. 2020;10(3): e202018.Hasan N, Bao Y. Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Child Youth Serv Rev. 2020;118 (105355):105355. pmid:32834276Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. 2020;1(100012):100012. pmid:35059663Sánchez Gómez JS, Quiroga Barrios KL, Ospina Díaz PA. Desafíos tecnológicos para el sector educativo de América Latina en tiempos de pandemia. 2020. https://repositorio.uniandes.edu.co/handle/1992/45881Ramos-Huenteo V, García-Vásquez H, Olea-González C, Lobos-Peña K, Sáez-Delgado F. Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica. 2020;9(2): 334.Umaña-Mata AC. Educación Superior en Tiempos de COVID-19: oportunidades y retos de la educación a distancia. Innov educ. 2020;22: 36–49.Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek. Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability. 2020;12(20): 8438.Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications; 2017.Morse JM. Mixed method design: Principles and procedures. 2a ed. Londres, Inglaterra: Routledge; 2018.Hair J, Anderson R, Babin B, Black W. Multivariate Data Analysis. 8a ed. Andover, Inglaterra: Cengage Learning EMEA; 2018.Jöreskog KG, Moustaki I. Factor analysis of ordinal variables: A comparison of three approaches. Multivariate Behav Res. 2001;36(3): 347–87. pmid:26751181Hayton JC, Allen DG, Scarpello V. Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organ Res Methods. 2004;7(2): 191–205.Hoyle RH, editor. Handbook of structural equation modeling. Nueva York, NY, Estados Unidos de América: Guilford Publications; 2014.Team RC. R: A language and environment for statistical computing. R Foundation for Statistical Computing, 2014.Revelle W. An overview of the psych package. Dep Psychol Northwest Univ. 2011;3: 1–25.Rosseel Y. lavaan: AnRPackage for Structural Equation Modeling. J Stat Softw. 2012;48(2): 1–36Hayes AF. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications; 2017.Covid 19Covid-19Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin AmericaArtículos Científicoshttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAtribución – No comercialinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2PublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-84334https://repository.ucc.edu.co/bitstreams/7cb991f0-4a13-4ef7-937c-6be0b8693bb5/download3bce4f7ab09dfc588f126e1e36e98a45MD5120.500.12494/52524oai:repository.ucc.edu.co:20.500.12494/525242024-08-10 17:59:17.574metadata.onlyhttps://repository.ucc.edu.coRepositorio Institucional Universidad Cooperativa de 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