LA SATISFACCIÓN ESTUDIANTIL EN LA EDUCACIÓN VIRTUAL: UNA REVISIÓN SISTEMÁTICA INTERNACIONAL

Contenido principal del artículo

Renzo Fabrizzio Díaz-Camacho
https://orcid.org/0000-0002-1570-1729
Jorge Leoncio Rivera Muñoz
https://orcid.org/0000-0002-8202-0691
Ivan Ángel Encalada Díaz
https://orcid.org/0000-0001-5596-5713
Ursula Isabel Romani Miranda
https://orcid.org/0000-0003-1666-674X

Resumen

A raíz de la pandemia del SARS-CoV-2, se viene prestando mayor interés a una línea de estudio que demuestra cómo la medición de la satisfacción en la educación virtual tiene impactos positivos en la formación universitaria. En ese sentido, esta investigación presenta dos propósitos: (a) describir la conceptualización y tipología de la satisfacción en la educación virtual; y (b) identificar los beneficios y condiciones de estas en la instrucción. El método llevado a cabo, ha utilizado la declaración PRISMA de revisión sistemática y las pesquisas se recopilaron de fuentes de datos como Scopus, ERIC y EBSCO Discovery Service. En concordancia con los resultados, se ha seleccionado un total de 50 estudios internacionales, cuyo contenido aporta a la literatura científica en la sistematización de criterios conceptuales para categorizar tipos de satisfacción y también los factores condicionantes, limitantes y predominantes para la misma, como son los roles del estudiante y del profesor, el curso virtual, la conectividad, la tecnología y la gestión institucional. Además, se observan, identifican, reconocen e incorporan los beneficios obtenidos en los aspectos personales, profesionales y sociales del estudiantado. Finalmente, se expone la necesidad de desarrollar pesquisas que ahonden en cada una de las condiciones para alcanzar la satisfacción.

##plugins.themes.bootstrap3.displayStats.downloads##

##plugins.themes.bootstrap3.displayStats.noStats##

Detalles del artículo

Cómo citar
Díaz-Camacho, R. F., Rivera Muñoz, J. L., Encalada Díaz, I. Ángel, & Romani Miranda, U. I. . (2021). LA SATISFACCIÓN ESTUDIANTIL EN LA EDUCACIÓN VIRTUAL: UNA REVISIÓN SISTEMÁTICA INTERNACIONAL. Chakiñan, Revista De Ciencias Sociales Y Humanidades, 16, 177-193. https://doi.org/10.37135/chk.002.16.11
Sección
ARTÍCULOS DE REVISIÓN
Biografía del autor/a

Renzo Fabrizzio Díaz-Camacho, Universidad Nacional Mayor de San Marcos, Lima, Perú

Facultad de Educación

Jorge Leoncio Rivera Muñoz, Universidad Nacional Mayor de San Marcos, Lima, Perú

Facultad de Educación

Ivan Ángel Encalada Díaz, Universidad Nacional Mayor de San Marcos, Lima, Perú

Facultad de Educación

Ursula Isabel Romani Miranda, Universidad Ricardo Palma, Lima, Perú

Facultad de Ciencias Económicas Empresariales

Cómo citar

Díaz-Camacho, R. F., Rivera Muñoz, J. L., Encalada Díaz, I. Ángel, & Romani Miranda, U. I. . (2021). LA SATISFACCIÓN ESTUDIANTIL EN LA EDUCACIÓN VIRTUAL: UNA REVISIÓN SISTEMÁTICA INTERNACIONAL. Chakiñan, Revista De Ciencias Sociales Y Humanidades, 16, 177-193. https://doi.org/10.37135/chk.002.16.11

##plugins.generic.shariff.share##

Referencias

Abuhassna, H., Al-Rahmi, Yahya, N., Zakaria, M., Kosnin, A., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(38), 1–23. Recuperado de https://doi.org/10.1186/s41239-020-00216-z

Alanazi, A., Frey, B., Niileksela, C., Lee, S., Nong, A., & Alharbi, F. (2020). The Role of Task Value and Technology Satisfaction in Student Performance in Graduate-Level Online Courses. TechTrends: Linking Research & Practice to Improve Learning, 64(6), 922–930. Recuperado de https://doi.org/10.1007/s11528-020-00501-8

Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(2073), 1–14. Recuperado de https://doi.org/10.25304/rlt.v27.2073

Almoeather, R. (2020). Effectiveness of blackboard and edmodo in self-regulated learning and educational satisfaction. Turkish Online Journal of Distance Education, 21(2), 126–140. Recuperado de https://doi.org/10.17718/TOJDE.728140

Almusharraf, N., & Khahro, S. (2020). Students ’ Satisfaction with Online Learning Experiences During the COVID-19 Pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246–267. Recuperado de https://doi.org/10.3991/ijet.v15i21.15647

Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. Recuperado de https://doi.org/10.1080/01587919.2018.1553562

Amin, M., Piaralal, S., Daud, Y., & Mohamed, B. (2020). An empirical study on service recovery satisfaction in an open and distance learning higher education institution in Malaysia. International Review of Research in Open and Distance Learning, 21(2), 36–60. Recuperado de https://doi.org/10.19173/irrodl.v21i2.4578

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. Recuperado de https://doi.org/10.20448/JOURNAL.509.2020.73.285.292

Bahati, B., Fors, U., Hansen, P., Nouri, J., & Mukama, E. (2019). Measuring learner satisfaction with formative e-assessment strategies. International Journal of Emerging Technologies in Learning, 14(7), 61–79. Recuperado de https://doi.org/10.3991/ijet.v14i07.9120

Bailey, D., Almusharraf, N., & Hatcher, R. (2020). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 1–21. Recuperado de https://doi.org/10.1007/s10639-020-10369-z

Bashir, K. (2019). Modeling E-learning interactivity , learner satisfaction and continuance learning Intention in Ugandan higher learning institutions. International Journal of Education and Development Using Information and Communication Technology, 15(1), 1–21. Recuperado de https://n9.cl/4nwd

Bayrak, F., Tibi, M., & Altun, A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education-TOJDE, 21, 110–123. Recuperado de https://n9.cl/m73r6

Bickle, M., Rucker, R., & Burnsed, K. (2019). Online Learning: Examination of Attributes That Promote Student Satisfaction. Online Journal of Distance Learning Administration, 22(1), 1–8. Recuperado de https://n9.cl/e028n

Caner, Ö., & Servet, R. (2020). Satisfaction, utilitarian performance and learning expectations in compulsory distance education: A test of mediation effect. Educational Research and Reviews, 15(6), 290–297. Recuperado de https://doi.org/10.5897/ERR2020.3995

Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020). Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic. Healthcare, 8(200), 1–26. Recuperado de https://doi.org/10.3390/SU12187329

Daneji, A., Ayub, A., & Khambari, M. (2019). The effects of perceived usefulness, confirmation and satisfaction on continuance intention in using massive open online course (MOOC). Knowledge Management and E-Learning, 11(2), 201–214. Recuperado de https://doi.org/10.34105/j.kmel.2019.11.010

Divjak, M., Rupel, V., & Lešnik, K. (2018). The impact of study attitudes and study behaviour on satisfaction of online students with the implementation of online study programmes. Educational Media International, 55(3), 287–300. Recuperado de https://doi.org/10.1080/09523987.2018.1512450

García Aretio, L. (2017). Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 09–25. Recuperado de http://dx.doi.org/10.5944/ried.20.2.18737

Gavrilis, V., Mavroidis, L., & Giossos, Y. (2020). Transactional distance and student satisfaction in a postgraduate distance learning program. Turkish Online Journal of Distance Education-TOJDE, 21(3), 48–62. Recuperado de https://n9.cl/9ju8

Ghassan Al Azmeh, S. (2019). The Relationship Between E-Learning Service and Student Satisfaction a Case Study At the Syrian Virtual University (SVU). Business, Management and Education, 17(0), 49–71. Recuperado de https://doi.org/10.3846/bme.2019.7451

González, Ó., Aguilar, M., Aguilar, F., & Lucas, M. (2019). Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction : Experience at the University of Almería (Spain). Recuperado de Education Sciences, 9, 1–16. https://doi.org/10.3390/educsci9010021

Gough, D., Oliver, S., & Thomas, J. (2017). An Introduction to Systematic Reviews. Sage. Recuperado de https://n9.cl/1njou

Guest, R., Rohde, N., Selvanathan, S., & Soesmanto, T. (2018). Student satisfaction and online teaching. Assessment and Evaluation in Higher Education, 43(7), 1084–1093. Recuperado de https://doi.org/10.1080/02602938.2018.1433815

Gyamfi, G., & Sukseemuang, P. (2018). EFL learners’ satisfaction with the online learning program, Tell Me More. Turkish Online Journal of Distance Education, 19(1), 183–202. Recuperado de https://doi.org/10.17718/tojde.382798

Hamutoglu, N., Gemikonakli, O., Savasci, M., & Gultekin, G. (2018). Development of a Scale to Evaluate Virtual Learning Environment Satisfaction. International Journal of Assessment Tools in Education, 5(2), 201–222. Recuperado de https://doi.org/10.21449/ijate.345150

Harsasi, M., & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19(1), 89–99. Recuperado de https://doi.org/10.17718/tojde.382732

Haywood, J., & Murty, K. (2018). Undergraduate student perceptions and satisfaction toward online psychology courses at an HBCU. Race, Gender & Class, 25(1–2), 131–146. Recuperado de https://n9.cl/xvun

Herrador, T., Hernández, M., & Sanguino, R. (2019). Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education. International Journal of Educational Technology in Higher Education, 16(1). Recuperado de https://doi.org/10.1186/s41239-019-0148-z

Higgins, J., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M., & Welch, V. (2019). Cochrane Handbook for Systematic Reviews of Interventions (Second edi). The Cochrane Collaboration and John Wiley & Sons Ltd. Recuperado de https://n9.cl/surkv

Ilgaz, H., & Gülbahar, Y. (2020). Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach. Open Praxis, 12(2), 209–222. Recuperado de https://dx.doi.org/10.5944/openpraxis.12.2.1070

Kucuk, S., & Richardson, J. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning Journal, 23(2), 196–216. Recuperado de https://doi.org/10.24059/olj.v23i2.1455

Kuhn, M., & Garcia, B. (2020). Advising the Online Student : A Breakout of Advising Frequency , Preferences , and Satisfaction of Online Students. Online Journal of Distance Learning Administration, 23(3), 1–14. Recuperado de https://n9.cl/g0kev

Landa, E., y Arredondo, A. (2014). Herramienta pico para la formulación y búsqueda de preguntas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 11(2/3), 259–270. Recuperado de https://doi.org/10.5209/rev_PSIC.2014.v11.n2-3.47387

Landrum, B. (2020). Examining students’ confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes. Online Learning Journal, 24(3), 128–146. Recuperado de https://doi.org/10.24059/olj.v24i3.2066

Lin, X., Dai, Y., Shi, H., & Li, C. (2020). E-learners ’ satisfaction as predictors of online classroom community. Journal of Contemporary Education Theory & Research, 4(2), 12–19. Recuperado de https://doi.org/10.5281/zenodo.4256511 Nutzungsbedingungen:

Lin, Y., Chen, S., Su, Y., & Lai, C. (2018). Analysis of students’ learning satisfaction in a social community supported computer principles and practice course. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 849–858. Recuperado de https://doi.org/10.12973/ejmste/81058

Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. Recuperado de https://doi.org/10.1097/XEB.0000000000000062

Main, M., Ober, H., & Johnson, S. (2020). Resilient structure of nature-based extension programs facilitates transition to online delivery and maintains participant satisfaction. Ecology and Evolution, 10(22), 12508–12514. Recuperado de https://doi.org/10.1002/ece3.6860

Manrique, K., y Sánchez, M. (2019). Satisfacción estudiantil universitaria: un referente para elevar los indicadores de los cursos en línea impulsados por la Coordinación General de Educación Virtual de la UAGro. Cuaderno de Pedagogía Universitaria, 16(31), 17–30. Recuperado de https://doi.org/10.29197/cpu.n31.v16.2019.02./

Methley, A., Campbell, S., Chew-Graham, C., McNally, R., & Cheraghi-Sohi, S. (2014). PICO, PICOS and SPIDER: A comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC Health Services Research, 14(1), 1–10. Recuperado de https://doi.org/10.1186/s12913-014-0579-0

Mir, K., Iqbal, M., & Shams, J. (2019). An Investigation of AIOU Students ’ Satisfaction About Formative M-Assessment Using SMS Technology. Pakistan Journal of Distance & Online Learning, 5(2), 157–174. Recuperado de https://n9.cl/cdpo7

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Open Medicine, 3(2), 123–130. Recuperado de https://doi.org/10.1016/j.jclinepi.2009.06.005

Muzammil, M., Sutawijaya, A., & Harsasi, M. (2020). Investigating Student Satisfaction in Online Learning: the Role of Student Interaction and Engagement in Distance Learning University. Turkish Online Journal of Distance Education, 21, 88–96. Recuperado de https://doi.org/10.17718/tojde.770928

Nagy, J. (2018). Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model. International Review of Research in Open and Distributed Learning, 19(1), 1–20. Recuperado de https://n9.cl/hu25g

Ohliati, J., & Abbas, B. (2019). Measuring students satisfaction in using learning management system. International Journal of Emerging Technologies in Learning, 14(4), 180–189. Recuperado de https://doi.org/10.3991/ijet.v14.i04.9427

Peggy, S. (2019). La presencia social de los profesores de los cursos en línea y su relación con el aprovechamiento académico y la satisfacción de los estudiantes con el curso. HETS Online Journal, 10, 132–162. Recuperado de https://n9.cl/9feoi

Rabia, V. (2020). Teacher candidates’ satisfaction with massive op en online courses in Turkey. Cypriot Journal of Educational Sciences, 15(3), 479–491. Recuperado de https://doi.org/10.18844/cjes.v%vi%i.4914

Rajabalee, Y., & Santally, M. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 1–34. Recuperado de https://doi.org/10.1007/s10639-020-10375-1

Sharma, K., Deo, G., Timalsina, S., Joshi, A., Shrestha, N., & Neupane, H. (2020). Online learning in the face of COVID-19 pandemic: Assessment of students’ satisfaction at Chitwan medical college of Nepal. Kathmandu University Medical Journal, 18(2), 40–47. Recuperado de https://doi.org/10.3126/kumj.v18i2.32943

Shonfeld, M., & Magen, N. (2020). The Impact of an Online Collaborative Program on Intrinsic Motivation, Satisfaction and Attitudes Towards Technology. Technology, Knowledge and Learning, 25(2), 297–313. Recuperado de https://doi.org/10.1007/s10758-017-9347-7

Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital. Conectados En El Ciberespacio, 5, 1–10. Recuperado de https://n9.cl/c6n5

Wart, M., Ni, A., Ready, D., Shayo, C., & Court, J. (2020). Factors Leading to Online Learner Satisfaction. Business Education Innovation Journal, 12(1), 14–25. Recuperado de https://n9.cl/kgm06

Weidlich, J., & Bastiaens, T. (2018). Technology matters - The impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distance Learning, 19(3), 222–242. Recuperado de https://doi.org/10.19173/irrodl.v19i3.3417

Weli, W. (2019). Student satisfaction and continuance model of Enterprise Resource Planning (ERP) system usage. International Journal of Emerging Technologies in Learning, 14(1), 71–83. Recuperado de https://doi.org/10.3991/ijet.v14i01.8656

Williams, D., Kilburn, A., Kilburn, B., & Hammond, K. (2019). Student Privacy: A Key Piece of the Online Student Satisfaction Puzzle. Journal of Higher Education Theory and Practice, 19(4), 115–121. Recuperado de https://doi.org/10.33423/jhetp.v19i4.2206

Wolverton, C., Hollier, B., & Lanier, P. (2020). The Impact of Computer Self Efficacy on Student Engagement and Group Satisfaction in Online Business Courses. The Electronic Journal of E-Learning, 18(2), 175–188. Recuperado de https://doi.org/10.34190/EJEL.20.18.2.006

Yawson, D., & Yamoah, F. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon, 6(11), 1–9. Recuperado de https://doi.org/10.1016/j.heliyon.2020.e05519

Yu, C., Chang, H., & Chen, K. (2018). Developing a performance evaluation matrix to enhance the learner satisfaction of an e-learning system. Total Quality Management and Business Excellence, 29(7), 727–745. Recuperado de https://doi.org/10.1080/14783363.2016.1233809