Factores que determinan la satisfacción estudiantil en tiempos de pandemia Covid-19: Revisión sistemática
Palabras clave:
Covid-19, educación a distancia, satisfacción estudiantil, enseñanza-aprendizaje, educación hibrida
Resumen
Los estándares de calidad de la educación en tiempos de pandemia Covid-19 han demostrado que existe una precariedad en la enseñanza aprendizaje, por lo tanto, el objetivo de esta investigación es analizar los factores que influyen de forma positiva y negativa en los estudiantes en tiempos de pandemia. La metodología se sustenta en una revisión sistemática de estudios empíricos encontrados en Scopus, Web of Sciencie y otras bases de datos, incluyendo un total de 19 artículos científicos. Los criterios basados en la satisfacción estudiantil se encontraron en su mayoría que son de carácter negativo debido a la transición de los cambios de una enseñanza presencial a una de modalidad a distancia o educación virtual. Se concluye que la educación hibrida, o a distancia se ha convertido en algo cotidiano, por lo tanto, es necesario desarrollar nuevas estrategias de enseñanza-aprendizaje con el fin de lograr mejorar el rendimiento y satisfacción de los estudiantes. La educación a distancia es óptima para enfrentar situaciones de emergencia como el caso de la pandemia Covid-19.
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Abbasi, M. S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., Sarfaraz, S., Alhamdan, R. S., Vohra, F., y Abduljabbar, T. (2020). E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67(3), 549-556. https://doi.org/10.3233/WOR-203308
Aguilar, S. J. (2020). Guidelines and tools for promoting digital equity. Information and Learning Science, 121(5/6), 285-299. https://doi.org/10.1108/ILS-04-2020-0084
Ahmed, H., Allaf, M., y Elghazaly, H. (2020). COVID-19 and medical education. The Lancet Infectious Diseases, 20(7), 777-778. https://doi.org/10.1016/S1473-3099(20)30226-7
Alawamleh, M. (2020). COVID-19 and higher education economics. Journal of Economic and Economic Education Research, 21(2), e001.
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A, Al-Taher, R., y Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: Current situation, challenges, and perspectives. BMC Medical Education, 20(1), 341. https://doi.org/10.1186/s12909-020-02257-4
Alcántara, M. C., Caro, E. T., Solis, M. B., y Lopez, H. (2021). Niveles de satisfacción estudiantil en una facultad de ingeniería por la virtualización de la enseñanza durante la pandemia de COVID 19. Ciencia Latina Revista Científica Multidisciplinar, 5(3), 3723-3734. https://doi.org/10.37811/cl_rcm.v5i3.560
Almomani, E. Y., Qablan, A. M., Atrooz, F. Y., Almomany, A. M., Hajjo, R. M., y Almomani, H. Y. (2021). The influence of coronavirus diseases 2019 (COVID-19) pandemic and the quarantine practices on university students’ beliefs about the online learning experience in Jordan. Frontiers in Public Health, 8, 595874. https://doi.org/10.3389/fpubh.2020.595874
Altwaijry, N., Ibrahim, A., Binsuwaidan, R., Alnajjar, L. I., Alsfouk, B. A., y Almutairi, R. (2021). Distance education during COVID-19 pandemic: A college of pharmacy experience. Risk Management and Healthcare Policy, 14, 2099-2110. https://doi.org/10.2147/RMHP.S308998
Álvarez-García, J., Dúran-Sánchez, A., y Del Río-Rama, M. D. L. C. (2018). Systematic bibliometric analysis on Kaizen in scientific journals. The TQM Journal, 30(4), 356-370. https://doi.org/10.1108/TQM-12-2017-0171
Ansar, F., Ali, W., Khattak, A., Naveed, H., y Zeb, S. (2020). Undergraduate students’ perception and satisfaction regarding online learning system amidst COVID-19 pandemic in Pakistan. Journal of Ayub Medical College Abbottabad, 32(4-S-1), 644-650.
Bautista, I., Carrera, G., León, E., y Laverde, D. (2020). Evaluation of student satisfaction with virtual classes. Minerva, 1(2), 5-12. https://doi.org/10.47460/minerva.v1i2.6
Brotons, P., Virumbrales, M., Elorduy, M., Mezquita, P., Graell, M., y Balaguer, A. (2020). ¿Aprender medicina a distancia?: Percepción de estudiantes confinados por la pandemia COVID-19. Revista Médica de Chile, 148(10), 1461-1466. http://dx.doi.org/10.4067/S0034-98872020001001461
Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., Cinque, B., Petrucci, C., Giannoni, M., Ippoliti, R., Frattaroli, A. R., Macchiarelli, G., y Roncone, R. (2021). Distance education during COVID 19: An Italian survey on the university teachers’ perspectives and their emotional conditions. BMC Medical Education, 21, 335. https://doi.org/10.1186/s12909-021-02780-y
Ceresia, F., y Misuraca, R. (2020). Critical issues in the management of the first phase of the COVID-19 pandemic in Italy: The role of some organizational flaws on the adoption of collaborative governance models. Revista de Ciencias Sociales (Ve), XXVI(3), 11-19. https://doi.org/10.31876/rcs.v26i3.33234
Delgado, K. E., Vivas, D. A., Carrión, C. B., y Reyes, B. D. C. (2022). Educación inclusiva en América Latina: Trayectorias de una educación segmentada. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 18-35. https://doi.org/10.31876/rcs.v28i.38142
Delgado, K., Vivas, D. A., Sanchez, J., y Carrión, B. (2021). Educación inclusiva en la educación superior: Propuesta de un modelo de atención en Ecuador. Revista de Ciencias Sociales (Ve), XXVII(E-3), 14-27. https://doi.org/10.31876/rcs.v27i.36485
Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., y Al-Nusair, L. (2020). Perceptions of medical students towards online teaching during the COVID-19 pandemic: A national cross-sectional survey of 2721 UK medical students. BMJ Open, 10(11), e042378. https://doi.org/10.1136/bmjopen-2020-042378
Durán, A., Del Río, M. D. L. C., y Álvarez, J. (2017). Bibliometric analysis of publications on wine tourism in the databases Scopus and WoS. European Research on Management and Business Economics, 23(1), 8-15. https://doi.org/10.1016/j.iedeen.2016.02.001
Ellaway, R., y Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher, 30(5), 455-473. https://doi.org/10.1080/01421590802108331
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., y Elhassan, M. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://doi.org/10.1080/10872981.2021.1920090
Flores-Romero, M. B., Pérez-Romero, M. E., Álvarez-García, J., y Del Río-Rama, M. D. L. C. (2021). Bibliometric mapping of research on magic towns of Mexico. Land, 10(8), 852. https://doi.org/10.3390/land10080852
Ho, I. M. K., Cheong, K. Y., y 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. https://doi.org/10.1371/journal.pone.0249423
Hodges, C., Moore, S., Lockee, B., Trust, T., y Bond, A. (March 27, 2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., y Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1), 64. https://doi.org/10.1186/s12960-021-00609-9
Luna-Nemecio, J. (2020). Determinaciones socioambientales del COVID-19 y vulnerabilidad económica, espacial y sanitario-institucional. Revista de Ciencias Sociales (Ve), XXVI(2), 21-26. https://doi.org/10.31876/rcs.v26i2.32419
Malee, R. (2020). Sustaining the values of tertiary education during the COVID-19 crisis. International Higher Education, (102), 5-7. https://ejournals.bc.edu/index.php/ihe/article/view/14591
Marinoni, G., y Van’t Land, H. (2020). The impact of COVID-19 on global higher education. International Higher Education, (102), 7-9.
Marruecos, M. E. (2020). Incidencia del Covid-19 en el derecho humano fundamental a la libertad ambulatoria. Revista de Ciencias Sociales (Ve), XXVI(2), 13-15. https://doi.org/10.31876/rcs.v26i2.32418
Mercado-Rey, M. R., Cortez-Orellana, S. A., y Febres-Ramos, R. J. (2021). Satisfacción estudiantil en una facultad de medicina por virtualización de la docencia en el contexto de la pandemia COVID-19. FEM: Revista de la Fundación Educación Médica, 24(1), 15-19. https://dx.doi.org/10.33588/fem.241.1106
Moberg, T. F., y Whitcomb, M. E. (1999). Educational technology to facilitate medical students’ learning: Background paper 2 of the medical school objectives project. Academic Medicine, 74(10), 1146-1150. https://doi.org/10.1097/00001888-199910000-00020
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y The Prisma Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Molina, T. D. J., Lizcano, C. J., Álvarez, S. D. R., y Camargo, T. T. (2021). Crisis estudiantil en pandemia. ¿Cómo valoran los estudiantes universitarios la educación virtual? Revista Conrado, 17(80), 283-294. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1845
Molins, F., y Serrano, M. A. (2019). Bases neurales de la aversión de las pérdidas en contextos ecónomicos: Revisión sistemática según las directrices PRISMA. Revista de Neurología, 68(2), 47-58. https://doi.org/10.33588/rn.6802.2018276
Morán, F. E., Morán, F. L., Morán, F. J., y Sánchez, J. A. (2021). Tecnologías digitales en las clases sincrónicas de la modalidad en línea en la Educación Superior. Revista de Ciencias Sociales (Ve), XXVII(3), 317-333. https://doi.org/10.31876/rcs.v27i3.36772
Motte-Signoret, E., Labbé, A., Benoist, G., Linglart, A., Gajdos, V., y Lapillonne, A. (2021). Perception of medical education by learners and teachers during the COVID-19 pandemic: A cross-sectional survey of online teaching. Medical Educatión Online, 26(1), 1919042. https://doi.org/10.1080/10872981.2021.1919042
Özkaya, G., Aydin, M. O., y Alper, Z. (2021). Distance education perception scale for medical students: A validity and reliability study. BMC Medical Education, 21, 400. https://doi.org/10.1186/s12909-021-02839-w
Pérez-Villalobos, C., Ventura-Ventura, J., Spormann-Romeri, C., Melipillán, R., Jara-Reyes, C., Paredes-Villarroel, X., Rojas-Pino, M., Baquedano-Rodríguez, M., Castillo-Rabanal, I., Parra-Ponce, P., Bastías-Vega, N., Alvarado-Figueroa, D., y Matus-Betancourt, O. (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), e0250739.
Ramírez, A. G., Rodríguez, E. N., Pirela, A. A., y Castillo, I. C. (2021). Habilidades digitales e interés por estudiar en la modalidad E-Learning en estudiantes de Bachillerato. Revista de Ciencias Sociales (Ve), XXVII(4), 30-48. https://doi.org/10.31876/rcs.v27i4.37232
Sanjuán, G., Del Castillo, G. D., Rabell, O., Gómez, M., y Morales, I. C. (2021). Satisfacción de educandos a distancia en tiempos de pandemia. Archivos del Hospital Universitario “General Calixto García”, IX(2), 206-215. http://www.revcalixto.sld.cu/index.php/ahcg/article/view/e628/639
Seifert, T., Becker, T., Friederike, A., Herwig, N., y Raupach, T. (2021). Restructuring the clinical curriculum at University Medical Center Göttingen: Effects of distance teaching on students’ satisfaction and learning outcome. GMS Journal for Medical Education, 38(1), Doc1. https://doi.org/10.3205/zma001397
Shachar, M., y Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.153
Taha, M. H., Abdalla, M. E., Wadi, M., y Khalafalla, H. (2020). Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic [version 1]. MedEdPublish, 9, 69. https://doi.org/10.15694/mep.2020.000069.1
Toti, G., y Alipour, M. A. (2021). Computer science students’ perceptions of emergency remote teaching: An experience report. SN Computer Science, 2(5), 378. https://doi.org/10.1007/s42979-021-00733-2
Urrutiaa, G., y Bonfill, X. (2010). Declaración PRISMA: Una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
Watermeyer, R., Crick, T., Knight, C., y Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623-641. https://doi.org/10.1007/s10734-020-00561-y
Aguilar, S. J. (2020). Guidelines and tools for promoting digital equity. Information and Learning Science, 121(5/6), 285-299. https://doi.org/10.1108/ILS-04-2020-0084
Ahmed, H., Allaf, M., y Elghazaly, H. (2020). COVID-19 and medical education. The Lancet Infectious Diseases, 20(7), 777-778. https://doi.org/10.1016/S1473-3099(20)30226-7
Alawamleh, M. (2020). COVID-19 and higher education economics. Journal of Economic and Economic Education Research, 21(2), e001.
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A, Al-Taher, R., y Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: Current situation, challenges, and perspectives. BMC Medical Education, 20(1), 341. https://doi.org/10.1186/s12909-020-02257-4
Alcántara, M. C., Caro, E. T., Solis, M. B., y Lopez, H. (2021). Niveles de satisfacción estudiantil en una facultad de ingeniería por la virtualización de la enseñanza durante la pandemia de COVID 19. Ciencia Latina Revista Científica Multidisciplinar, 5(3), 3723-3734. https://doi.org/10.37811/cl_rcm.v5i3.560
Almomani, E. Y., Qablan, A. M., Atrooz, F. Y., Almomany, A. M., Hajjo, R. M., y Almomani, H. Y. (2021). The influence of coronavirus diseases 2019 (COVID-19) pandemic and the quarantine practices on university students’ beliefs about the online learning experience in Jordan. Frontiers in Public Health, 8, 595874. https://doi.org/10.3389/fpubh.2020.595874
Altwaijry, N., Ibrahim, A., Binsuwaidan, R., Alnajjar, L. I., Alsfouk, B. A., y Almutairi, R. (2021). Distance education during COVID-19 pandemic: A college of pharmacy experience. Risk Management and Healthcare Policy, 14, 2099-2110. https://doi.org/10.2147/RMHP.S308998
Álvarez-García, J., Dúran-Sánchez, A., y Del Río-Rama, M. D. L. C. (2018). Systematic bibliometric analysis on Kaizen in scientific journals. The TQM Journal, 30(4), 356-370. https://doi.org/10.1108/TQM-12-2017-0171
Ansar, F., Ali, W., Khattak, A., Naveed, H., y Zeb, S. (2020). Undergraduate students’ perception and satisfaction regarding online learning system amidst COVID-19 pandemic in Pakistan. Journal of Ayub Medical College Abbottabad, 32(4-S-1), 644-650.
Bautista, I., Carrera, G., León, E., y Laverde, D. (2020). Evaluation of student satisfaction with virtual classes. Minerva, 1(2), 5-12. https://doi.org/10.47460/minerva.v1i2.6
Brotons, P., Virumbrales, M., Elorduy, M., Mezquita, P., Graell, M., y Balaguer, A. (2020). ¿Aprender medicina a distancia?: Percepción de estudiantes confinados por la pandemia COVID-19. Revista Médica de Chile, 148(10), 1461-1466. http://dx.doi.org/10.4067/S0034-98872020001001461
Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., Cinque, B., Petrucci, C., Giannoni, M., Ippoliti, R., Frattaroli, A. R., Macchiarelli, G., y Roncone, R. (2021). Distance education during COVID 19: An Italian survey on the university teachers’ perspectives and their emotional conditions. BMC Medical Education, 21, 335. https://doi.org/10.1186/s12909-021-02780-y
Ceresia, F., y Misuraca, R. (2020). Critical issues in the management of the first phase of the COVID-19 pandemic in Italy: The role of some organizational flaws on the adoption of collaborative governance models. Revista de Ciencias Sociales (Ve), XXVI(3), 11-19. https://doi.org/10.31876/rcs.v26i3.33234
Delgado, K. E., Vivas, D. A., Carrión, C. B., y Reyes, B. D. C. (2022). Educación inclusiva en América Latina: Trayectorias de una educación segmentada. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 18-35. https://doi.org/10.31876/rcs.v28i.38142
Delgado, K., Vivas, D. A., Sanchez, J., y Carrión, B. (2021). Educación inclusiva en la educación superior: Propuesta de un modelo de atención en Ecuador. Revista de Ciencias Sociales (Ve), XXVII(E-3), 14-27. https://doi.org/10.31876/rcs.v27i.36485
Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., y Al-Nusair, L. (2020). Perceptions of medical students towards online teaching during the COVID-19 pandemic: A national cross-sectional survey of 2721 UK medical students. BMJ Open, 10(11), e042378. https://doi.org/10.1136/bmjopen-2020-042378
Durán, A., Del Río, M. D. L. C., y Álvarez, J. (2017). Bibliometric analysis of publications on wine tourism in the databases Scopus and WoS. European Research on Management and Business Economics, 23(1), 8-15. https://doi.org/10.1016/j.iedeen.2016.02.001
Ellaway, R., y Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher, 30(5), 455-473. https://doi.org/10.1080/01421590802108331
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., y Elhassan, M. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://doi.org/10.1080/10872981.2021.1920090
Flores-Romero, M. B., Pérez-Romero, M. E., Álvarez-García, J., y Del Río-Rama, M. D. L. C. (2021). Bibliometric mapping of research on magic towns of Mexico. Land, 10(8), 852. https://doi.org/10.3390/land10080852
Ho, I. M. K., Cheong, K. Y., y 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. https://doi.org/10.1371/journal.pone.0249423
Hodges, C., Moore, S., Lockee, B., Trust, T., y Bond, A. (March 27, 2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., y Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1), 64. https://doi.org/10.1186/s12960-021-00609-9
Luna-Nemecio, J. (2020). Determinaciones socioambientales del COVID-19 y vulnerabilidad económica, espacial y sanitario-institucional. Revista de Ciencias Sociales (Ve), XXVI(2), 21-26. https://doi.org/10.31876/rcs.v26i2.32419
Malee, R. (2020). Sustaining the values of tertiary education during the COVID-19 crisis. International Higher Education, (102), 5-7. https://ejournals.bc.edu/index.php/ihe/article/view/14591
Marinoni, G., y Van’t Land, H. (2020). The impact of COVID-19 on global higher education. International Higher Education, (102), 7-9.
Marruecos, M. E. (2020). Incidencia del Covid-19 en el derecho humano fundamental a la libertad ambulatoria. Revista de Ciencias Sociales (Ve), XXVI(2), 13-15. https://doi.org/10.31876/rcs.v26i2.32418
Mercado-Rey, M. R., Cortez-Orellana, S. A., y Febres-Ramos, R. J. (2021). Satisfacción estudiantil en una facultad de medicina por virtualización de la docencia en el contexto de la pandemia COVID-19. FEM: Revista de la Fundación Educación Médica, 24(1), 15-19. https://dx.doi.org/10.33588/fem.241.1106
Moberg, T. F., y Whitcomb, M. E. (1999). Educational technology to facilitate medical students’ learning: Background paper 2 of the medical school objectives project. Academic Medicine, 74(10), 1146-1150. https://doi.org/10.1097/00001888-199910000-00020
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y The Prisma Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Molina, T. D. J., Lizcano, C. J., Álvarez, S. D. R., y Camargo, T. T. (2021). Crisis estudiantil en pandemia. ¿Cómo valoran los estudiantes universitarios la educación virtual? Revista Conrado, 17(80), 283-294. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1845
Molins, F., y Serrano, M. A. (2019). Bases neurales de la aversión de las pérdidas en contextos ecónomicos: Revisión sistemática según las directrices PRISMA. Revista de Neurología, 68(2), 47-58. https://doi.org/10.33588/rn.6802.2018276
Morán, F. E., Morán, F. L., Morán, F. J., y Sánchez, J. A. (2021). Tecnologías digitales en las clases sincrónicas de la modalidad en línea en la Educación Superior. Revista de Ciencias Sociales (Ve), XXVII(3), 317-333. https://doi.org/10.31876/rcs.v27i3.36772
Motte-Signoret, E., Labbé, A., Benoist, G., Linglart, A., Gajdos, V., y Lapillonne, A. (2021). Perception of medical education by learners and teachers during the COVID-19 pandemic: A cross-sectional survey of online teaching. Medical Educatión Online, 26(1), 1919042. https://doi.org/10.1080/10872981.2021.1919042
Özkaya, G., Aydin, M. O., y Alper, Z. (2021). Distance education perception scale for medical students: A validity and reliability study. BMC Medical Education, 21, 400. https://doi.org/10.1186/s12909-021-02839-w
Pérez-Villalobos, C., Ventura-Ventura, J., Spormann-Romeri, C., Melipillán, R., Jara-Reyes, C., Paredes-Villarroel, X., Rojas-Pino, M., Baquedano-Rodríguez, M., Castillo-Rabanal, I., Parra-Ponce, P., Bastías-Vega, N., Alvarado-Figueroa, D., y Matus-Betancourt, O. (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), e0250739.
Ramírez, A. G., Rodríguez, E. N., Pirela, A. A., y Castillo, I. C. (2021). Habilidades digitales e interés por estudiar en la modalidad E-Learning en estudiantes de Bachillerato. Revista de Ciencias Sociales (Ve), XXVII(4), 30-48. https://doi.org/10.31876/rcs.v27i4.37232
Sanjuán, G., Del Castillo, G. D., Rabell, O., Gómez, M., y Morales, I. C. (2021). Satisfacción de educandos a distancia en tiempos de pandemia. Archivos del Hospital Universitario “General Calixto García”, IX(2), 206-215. http://www.revcalixto.sld.cu/index.php/ahcg/article/view/e628/639
Seifert, T., Becker, T., Friederike, A., Herwig, N., y Raupach, T. (2021). Restructuring the clinical curriculum at University Medical Center Göttingen: Effects of distance teaching on students’ satisfaction and learning outcome. GMS Journal for Medical Education, 38(1), Doc1. https://doi.org/10.3205/zma001397
Shachar, M., y Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.153
Taha, M. H., Abdalla, M. E., Wadi, M., y Khalafalla, H. (2020). Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic [version 1]. MedEdPublish, 9, 69. https://doi.org/10.15694/mep.2020.000069.1
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Publicado
2022-09-27
Cómo citar
Sánchez-Ruiz, J., & Larrea-Silva, J. (2022). Factores que determinan la satisfacción estudiantil en tiempos de pandemia Covid-19: Revisión sistemática. Revista De Ciencias Sociales, 28, 32-44. https://doi.org/10.31876/rcs.v28i.38817
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