Perspectiva de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú
Palabras clave:
Calidad de servicio, e-learning, enseñanza en línea, estudiantes universitarios, satisfacción
Resumen
La calidad de servicio no se mide por tener las mejores computadoras, mejores laboratorios, mejor infraestructura o los mejores docentes sino se mide por la satisfacción que percibe el estudiante al recibir la enseñanza. El objetivo principal fue analizar las perspectivas de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú. La metodología sistematizada fue el método correlacional descriptivo de enfoque cuantitativo y corte transversal, se emplea el muestreo intencional, donde participaron 2.641 estudiantes de universidades estatales y particulares mediante una encuesta online de forma anónima y voluntaria, los datos obtenidos se analizaron mediante el programa SPSS. En los resultados se utiliza el análisis factorial combinatorio obteniendo el valor de Alfa de Cronbach (0.978), pruebas estadísticas válidas y fiables cuyos valores son aceptados para continuar con la investigación de la perspectiva de la calidad del servicio en la enseñanza e-learning, las pruebas estadísticas tienen valores sobresalientes de satisfactorio y muy satisfactorio. Se concluye que los estudiantes y docentes se adaptaron al servicio e-learning por etapas hasta lograr su plena satisfacción en función a las necesidades particulares.
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Citas
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• Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., y Sundararajan, B. (2022). How student perceptions about online learning difficulty influenced their satisfaction during Canada’s Covid-19 response. British Journal of Educational Technology, 53(3), 534-557. https://doi.org/10.1111/bjet.13206
• Dai, H. M., Teo, T., Rappa, N. A., y Huang, F. (2020). Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective. Computers and Education, 150, 103850. https://doi.org/10.1016/j.compedu.2020.103850
• Díaz, E., y Astudillo, C. (2021). La enseñanza clínica del derecho y la telepresencialidad: Análisis de caso aplicado en la pandemia Covid-19. Revista Pedagogía Universitaria y Didáctica del Derecho, 8(1), 177-197. https://doi.org/10.5354/0719-5885.2021.58358
• Efiloğlu, Ö. (2019). Examining an e-learning system through the lens of the information systems success model: Empirical evidence from Italy. Education and Information Technologies, 24(2), 1173-1184. https://doi.org/10.1007/s10639-018-9821-4
• Espinosa-Vélez, M. P., y Cárdenas-Carrillo, R. (2021). Relational Marketing applied to higher education institutions in the field of Digital Society: Approach from a strategic perspective. Iberian Conference on Information Systems and Technologies, (CISTI), 1-7. https://doi.org/10.23919/CISTI52073.2021.9476438
• Félix, A. V., Urrea, M. L., y López, S. (2023). Abandono escolar de alumnos universitarios en la carrera de Derecho y Ciencias Sociales. Revista de Ciencias Sociales (Ve; XXIX(2), 242-254. https://doi.org/10.31876/rcs.v29i2.39974
• Gamage, S. H. P. W., Ayres, J. R., y Behrend, M.B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9(1), 9. https://doi.org/10.1186/s40594-021-00323-x
• Gómez, M., Boumadan, M., Poyatos, C., y Soto, R. (2020). Formación docente en línea a distancia. Un análisis de los perfiles y la opinión de los profesores. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 95-111. https://doi.org/10.6018/reifop.423001
• Gupta, K. P., y Maurya, H. (2022). Adoption, completion and continuance of MOOCs: a longitudinal study of students’ behavioural intentions. Behaviour & Information Technology, 41(3), 611-628. https://doi.org/10.1080/0144929X.2020.1829054
• Hajira, B. B., Rana, A., Naeem, F., y Qammer, Y. (2022). Virtual skills teaching of nursing students during COVID-19: A problem-solving approach. Journal of the College of Physicians and Surgeons Pakistan, 32(4), 548-549. https://doi.org/10.29271/jcpsp.2022.04.548
• Huamán-Romaní, Y. L., Carrasco, F., Maquera-Flores, E.-A., Lázaro, J. C., y Kuaquira, F. (2022). Level of digital teaching competence on the verge of the post pandemic. International Journal of Emerging Technologies in Learning (iJET), 17(14), 187-204. https://doi.org/10.3991/ijet.v17i14.31039
• Kashina, J. V., Gluzman, I. V., Oparina, N. A., Gribkova, G. I., Ershova, O. V., y Umerkaeva, S. S. (2020). Adaptation of students depending on the type of temperament to educational activities in higher school in the conditions of online learning. International Journal of Criminology and Sociology, 9, 2296-2302. https://doi.org/10.6000/1929-4409.2020.09.274
• Leblanc, P., Occelli, P., Etienne, J., Rode, G., y Colin, C. (2022). Assessing the implementation of community-based learning in public health: a mixed methods approach. BMC Medical Education, 22(1), 40. https://doi.org/10.1186/s12909-021-03098-5
• Li, X., Yang, Y., Chu, S. K. W., Zainuddin, Z., y Zhang, Y. (2020). Applying blended synchronous teaching and learning for flexible learning in higher education: An action research study at a university in Hong Kong. Asia Pacific Journal of Education, 42(2), 211-227. https://doi.org/10.1080/02188791.2020.1766417
• Li, S., Zhang, C., Liu, Q., y Tong, K. (2022). E-Learning during COVID-19: Perspectives and experiences of the faculty and students. BMC Medical Education, 22(1), 328. https://doi.org/10.1186/s12909-022-03383-x
• Lim, J., Ko, H., Park, J., e Ihm, J. (2022). Effect of active learning and online discussions on the academic performances of dental students. BMC Medical Education, 22(1), 312. https://doi.org/10.1186/s12909-022-03377-9
• Lora-Loza, M. G., Loza-Fernández, W., Mucha-Hospinal, L., y Hernández-Angulo, J. (2022). Percepción del estudiante de secundaria sobre desempeño docente y calidad educativa en tiempos COVID-19, Puno-Perú. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 18-31. https://doi.org/10.31876/rcs.v28i.38821
• Mirabolghasemi, M., Choshaly, S. H., e Iahad, N. A. (2019). Using the HOT-fit model to predict the determinants of E-learning readiness in higher education: A developing Country’s perspective. Education and Information Technologies, 24(6), 3555-3576. https://doi.org/10.1007/s10639-019-09945-9
• Mirsepassi, Z., Karimi, E., y Mohammadjafari, A. (2022). Psychiatric training program during the COVID-19 pandemic: An experience in Iran. Asian Journal of Psychiatry, 73, 103130. https://doi.org/10.1016/j.ajp.2022.103130
• Navarrete, G., Morán, C. S., Coronel, M. D. L. Á., Arteaga, M. I., y Torres, J. P. (2019). E-learning as a tool for continuing education: A proposal for professional training in Ecuador. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, (E18), 14-25. https://www.proquest.com/openview/f4b193b46ccb16a2df948137e69c2b20/1?pqorigsite=gscholar&cbl=1006393
• Ngah, A. H., Kamalrulzaman, N. I., Halimi, M. F., Abdul, R., Harun, N. O., Ariffin, N. A., y Abu, N. A. (2022). The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic. Research and Practice in Technology Enhanced Learning, 17(1), 13. https://doi.org/10.1186/s41039-022-00188-w
• Ocampo, I., Saravia, L. A., Nunez, A. M., Rojas, E. A., Reátegui, A., Gutierrez, E., y García, J. E. (2020). Mobile Applications as Tools for Virtual Education in Indigenous Communities during the COVID-19 Pandemic in the Peruvian Amazon. Proceedings - 2020 3rd International Conference of Inclusive Technology and Education (CONTIE), 9407961. https://doi.org/10.1109/CONTIE51334.2020.00046
• Paredes-Chacín, A. J., Inciarte, A., y Walles-Peñaloza, D. (2020). Educación superior e investigación en Latinoamérica: Transición al uso de tecnologías digitales por Covid-19. Revista de Ciencias Sociales (Ve), XXVI(3), 98-117. https://doi.org/10.31876/rcs.v26i3.33236
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Publicado
2023-06-26
Cómo citar
Huamán-Romaní, Y.-L., Coronel-Chugden, J.-W., Flores-Castillo, M.-M., & Gutiérrez-Gómez, E. (2023). Perspectiva de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú. Revista De Ciencias Sociales, 29, 210-225. https://doi.org/10.31876/rcs.v29i.40459
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