Impact of Online Learning on the Satisfaction of Agroindustrial Engineering University Students

• Roberto Carlos Dávila Morán Universidad Continental. Huancayo, Junin, Perú. https://orcid.org/0000-0003-3181-8801

DOI: https://doi.org/10.46925//rdluz.42.31

Keywords: Online learning, satisfaction, technology, teacher competencies, quality

Abstract

The objective of the study was to analyze the impact of online learning on the satisfaction of agroindustrial engineering students. The study was of an applied type, quantitative approach, quasi-experimental design and explanatory level. The population was 235 students of the seventh cycle of Engineering from a private university in Lima. The sample was 70 Agroindustrial Engineering students, from the Supply Chain Management subject, divided into two groups, the control group and the experimental group. The questionnaire had 30 items to measure student satisfaction and its dimensions: teacher competencies, quality of the virtual course, technological tools; virtual classroom design and virtual course development environment. To measure online learning, six online sessions were implemented through Google Meet. A pre- and post-test was performed on each group. In the pre-test, both groups obtained a medium level of perception, while, in the post-test, the control group reached a medium level, and the experimental group reached a high level. In the pre-test, no significant differences were identified between the groups; however, in the post-test it was confirmed that online learning significantly impacts the satisfaction of the students in the experimental group.

References

Amiti, F. (2020). Synchronous and Asynchronous e-learning. European Journal of Open Education and E-Learning Studies, 5(2), Art. 2. https://doi.org/10.46827/ejoe.v5i2.3313

Arras, A., Gutiérrez, M., Bordas, J., Arras, A., Gutiérrez, M., & Bordas, J. (2017). Escenarios de aprendizaje y satisfacción estudiantil en posgrado virtual 2010, 2014 y 2015. Apertura (Guadalajara, Jal.), 9(1), 110-125. https://doi.org/10.32870/ap.v9n1.918

Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292

Bono, R. (2012). Diseños cuasi-experimentales y longitudinales. https://diposit.ub.edu/dspace/handle/2445/30783

Cidral, W., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273-290. https://doi.org/10.1016/j.compedu.2017.12.001

Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning, 19(2). https://files.eric.ed.gov/fulltext/EJ1062943.pdf

Esteban, N. (2018). Tipos de Investigación. Universidad Santo Domingo de Guzmán, 1-4. http://repositorio.usdg.edu.pe/handle/USDG/34

Fernández, M., Ferrer, R., & Reig, A. (2013). Entornos virtuales: Predicción de la satisfacción en contexto universitario Virtual learning environments: prediction of satisfaction in the university context. Pixel-Bit Revista de Medios y Educación, 43, 167-181. https://doi.org/10.12795/pixelbit.2013.i43.12

García, V., Garrido, A., & Martín, R. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616059

González, I. (2009). La Autopercepción de la Formación Universitaria: Evaluación y Calidad. Revista Iberoamericana de Evaluación Educativa, 2(2), 157-170. https://dialnet.unirioja.es/servlet/articulo?codigo=3167521

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. https://doi.org/10.1016/j.jbusres.2020.05.034

Lynch, M., Salikhova, N., & Eryemeeva, A. (2020). Basic Needs in Other Cultures: Using Qualitative Methods to Study Key Issues in Self-Determination Theory Research. Психология. Журнал Высшей школы экономики, 17(1), 134-144. https://doi.org/10.17323/1813-8918-2020-1- 134-144

Maldonado, K., & López, 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), Art. 31. https://doi.org/10.29197/cpu.v16i31.321

Mancilla, G., Leal, P., Sánchez, A., & Vidal, C. (2020). Factores asociados al éxito de los estudiantes en modalidad de aprendizaje en línea: Un análisis en minería de datos. Formación Universitaria, 13(6), 23-36. https://doi.org/10.4067/S0718-50062020000600023

Pérez, L. (2020). Orígenes y transformaciones del aprendizaje en línea (E-learning). Innovaciones educativas mediadas por paradigmas tecnológicos. Revista Historia de la Educación Colombiana, 24(24), 105-132. https://doi.org/10.22267/rhec.202424.74

Ramos, C. (2020). Los alcances de una investigación. CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 9(3), 1-6. http://dx.doi.org/10.33210/ca.v9i3.336

Shah, S., Shah, A., Memon, F., Kemal, A., & Soomro, A. (2021). Aprendizaje en línea durante la pandemia de COVID-19: Aplicación de la teoría de la autodeterminación en la ‘nueva normalidad’. Revista de Psicodidáctica, 26(2), 169-178. https://doi.org/10.1016/j.psicod.2020.12.004

Soto, K. (2020). Educación virtual y satisfacción de las estudiantes del 5° año de la Institución Educativa Nacional Santa Rosa, año 2020 [Maestría, Universidad Cesar Vallejo]. https://repositorio.ucv.edu.pe/handle/20.500.12692/46623

Sun, P., Tsai, R., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007

Vega, G., Ávila, J., Vega, A., Camacho, N., Becerril, A., & Leo, G. (2014). Paradigmas en la investigación. enfoque cuantitativo y cualitativo. European Scientific Journal, 10(15), 523-528. https://core.ac.uk/reader/236413540

Villafuerte, C. (2021). Educación presencial en modalidad virtual, perspectiva de satisfacción de los estudiantes en tiempos de COVID-19. Horizontes. Revista de Investigación en Ciencias de la Educación, 5(17), 124-135. https://doi.org/10.33996/revistahorizontes.v5i17.163

Zambrano R., (2016). Factores predictores de la satisfacción de estudiantes de cursos virtuales. RIED. Revista Iberoamericana de Educación a Distancia, 19(2), 217. https://doi.org/10.5944/ried.19.2.15112