Factores que influyen en la satisfacción del estudiante en un contexto de educación superior híbrida. El efecto mediador de la experiencia del estudiante
Resumen
Objetivo: determinar el efecto de la percepción del conocimiento tecnológico y pedagógico del docente y la percepción de utilidad y facilidad de uso de la herramienta tecnológica sobre la experiencia del estudiante y la satisfacción del estudiante en el aprendizaje híbrido en educación superior, utilizando los modelos TAM y TPACK. Metodología: el estudio, con una perspectiva positivista y enfoque cuantitativo, empleó el modelo de ecuaciones estructurales por el método de los mínimos cuadrados parciales (PLS-SEM). Se analizaron datos de encuestas de 179 estudiantes de educación superior usando SmartPLS 4. Resultados: el conocimiento tecnológico y pedagógico del docente y la percepción de la utilidad y facilidad de uso de la tecnología impactaron significativamente en la experiencia del estudiante (H1 y H2). La experiencia del estudiante influyó positivamente en la satisfacción del estudiante (H3) y se encontró que el conocimiento tecnológico y pedagógico del docente no impacta directamente en la satisfacción del estudiante (H4) pero sí a través de la experiencia del estudiante (H6). La percepción de la utilidad y facilidad de uso de la tecnología tuvo un impacto significativo en la LS (H5) y se confirmó el efecto mediador de la experiencia del estudiante entre la percepción de la utilidad y facilidad de uso de la tecnología y la LS (H7). Originalidad/valor: este estudio aborda la influencia de la percepción de la utilidad y facilidad de uso de la tecnología y el conocimiento tecnológico y pedagógico del docente en la experiencia del estudiante, así como el efecto mediador de la experiencia del estudiante en las relaciones entre la percepción de la utilidad y facilidad de uso de la tecnología y la satisfacción del estudiante y conocimiento tecnológico y pedagógico del docente y la satisfacción del estudiante. Implicaciones prácticas: la pandemia de COVID-19 impulsó nuevas modalidades de enseñanza superior en el mundo, como la educación híbrida. Los resultados son relevantes para diseñar programas de educación híbrida que consideren los factores que mejoren la experiencia y satisfacción de los estudiantes.
Citas
Alotaibi, B. A., Muddassir, M., Abbas, A., Nayak, R. K., & Azeem, M. I. (2024). Students’ satisfaction and learning experiences at higher agricultural education institutions in Saudi Arabia: An empirical inquest. Frontiers in Education, 9, Artículo 1335663. https://doi.org/10.3389/feduc.2024.1335663
Ambalov, I. (2021). Decomposition of perceived usefulness: A theoretical perspective and empirical test. Technology in Society, 64, Artículo 101520. https://doi.org/10.1016/J.TECHSOC.2020.101520
Bansah, A. K., & Agyei, D. D. (2022). Perceived convenience, usefulness, effectiveness and user acceptance of information technology: Evaluating students’ experiences of a Learning Management System. Technology, Pedagogy and Education, 31(4), 431-449. https://doi.org/10.1080/1475939X.2022.2027267
Batista-Toledo, S., & Gavilan, D. (2023). Student experience, satisfaction and commitment in blended learning: A structural equation modelling approach. Mathematics, 11(3), 749. https://doi.org/10.3390/math11030749
Blonder, R., Feldman-Maggor, Y., & Rap, S. (2022). What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education. PLOS ONE, 17(10), e0275459. https://doi.org/10.1371/journal.pone.0275459
Bokolo, A. J. (2024). Examining blended learning adoption towards improving learning performance in institutions of higher education. Technology, Knowledge and Learning, 29, 1401-1435. https://doi.org/10.1007/s10758-023-09712-3
Brakus, J. J., Schmitt, B. H., & Zarantonello, L. (2009). Brand experience: What is it? How is it measured? Does it affect loyalty? Journal of Marketing, 73(3), 52-68. https://doi.org/10.1509/jmkg.73.3.52
Chen, H.-J., Liao, L.-L., Chang, Y.-C., Hung, C.-C., & Chang, L.-C. (2019). Factors influencing technology integration in the curriculum for Taiwanese health profession educators: A mixed-methods study. International Journal of Environmental Research and Public Health, 16(14), Artículo 2602. https://doi.org/10.3390/ijerph16142602
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Dobi Barišić, K., Divjak, B., & Kirinić, V. (2019). Education systems as contextual factors in the technological pedagogical content knowledge framework. Journal of Information and Organizational Sciences, 43(2), 163-183. https://doi.org/10.31341/jios.43.2.3
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147-157. https://doi.org/10.1007/s40299-019-00461-5
Fornell, C., & Larcker, D. F., (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Gashi, A., Zhushi, G., & Krasniqi, B. (2022). Exploring determinants of student satisfaction with synchronous e-learning: evidence during COVID-19. International Journal of Information and Learning Technology, 41(1), 1-20. https://doi.org/10.1108/ijilt-05-2022-0118
Hair, J. F., Risher, J. J., Sarstedt, M., &: Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1) 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8
Hua, M., Wang, L., & Li, J. (2024). The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach. Frontiers in Psychology, 14, Artículo 1278827. https://doi.org/10.3389/fpsyg.2023.1278827
Huang, C.-H. (2020, 17-19 de diciembre). The influence of self-efficacy, perceived usefulness, perceived ease of use, and cognitive load on students’ learning motivation, learning attitude, and learning satisfaction in blended learning methods [Presentación de escrito]. ICETM 2020: Proceedings of the 2020 3rd International Conference on Education Technology Management, Londres, Reino Unido. https://doi.org/10.1145/3446590.3446595
Huang, F., Teo, T., & Zhou, M. (2019). Chinese students’ intentions to use the Internet-based technology for learning. Educational Technology Research and Development, 68, 575-591. https://doi.org/10.1007/s11423-019-09695-y
Jaafar, J., Poongavanam, N., Lee, S. Y., & Ramalu, J. C. (2023). Factors influencing the intention to use computer technology for e-learning among university students. Jurnal Pembangunan Sosial, 26, 1-23. https://doi.org/10.32890/jps2023.26.1
Jang, S.-J., & Chen, K.-C. (2013). Development of an instrument to assess university students’ perceptions of their science instructors’ TPACK. Journal of Modern Education Review, 3(10), 771-783. https://www.academia.edu/download/33235270/Jang_Chen(2013)_Development_of_TPACK_Instrument.pdf
Jiang, H., Atiquil Islam, A. Y. M., Gu, X., & Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: a regional comparison between Eastern and Western Chinese universities. Education and Information Technologies, 26, 6747-6769. https://doi.org/10.1007/s10639-021-10519-x
Kim, J.-H., & Kang, E. (2023). An empirical research: incorporation of user innovativeness into TAM and UTAUT in Adopting a Golf App. Sustainability, 15(10), Artículo 8309. https://doi.org/10.3390/su15108309
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Lee, H.-Y., Chung, C.-Y., & Wei, G. (2022). Research on technological pedagogical and content knowledge: A bibliometric analysis from 2011 to 2020. Frontiers in Education, 7, Artículo 765233. https://doi.org/10.3389/feduc.2022.765233
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://journals.sagepub.com/doi/10.1111/j.1467-9620.2006.00684.x
Müller, F. A., & Wulf, T. (2022). Blended learning environments and learning outcomes: The mediating role of flow experience. The International Journal of Management Education, 20(3), Artículo 100694. https://doi.org/10.1016/j.ijme.2022.100694
Nuryakin, N., Rakotoarizaka, N. L. P., & Musa, H. G. (2023). The effect of perceived usefulness and perceived easy to use on student satisfaction. The mediating role of attitude to use online learning. Asia-Pacific Management and Business Application, 11(3), 323-336. https://doi.org/10.21776/ub.apmba.2023.011.03.5
Panergayo, A., & Aliazas, J. (2021). Students’ behavioral intention to use learning management system: The mediating role of perceived usefulness and ease of use. International Journal of Information and Education Technology, 11(11), 538-545. https://doi.org/10.18178/ijiet.2021.11.11.1562
Pavlou, P. (2003). Consumer acceptance of electronic commerce: Integrating trust and risk with the technology acceptance model. International Journal of Electronic Commerce, 7(3), 101-134. https://doi.org/10.1080/10864415.2003.11044275
Ramirez-Barrera, A., Rojas-Berrio, S., Rincon-Novoa, J., & Montoya-Restrepo, L. (2024). Experiences in higher education in times of pandemic: a systematic review of the literature. Journal of e-Learning and Knowledge Society, 20(1), 37-46. https://doi.org/10.20368/1971-8829/1135902
Rochintaniawati, D., Riandi, R., Kestianty, J., Kindy, N., & Rukayadi, Y. (2019). The analysis of biology teachers’ technological pedagogical content knowledge development in lesson study in West Java, Indonesia. Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia, 8(2), 201-210. https://doi.org/10.15294/jpii.v8i2.19303
Salem, I. E., AL-Alawi, A., Moosa, S., El-Maghraby, L., Alkathiri, N. A., & Elbaz, A. M. (2024). Examining different learning modes: A longitudinal study of business administration students’ performance. The International Journal of Management Education, 22(1), Artículo 100927. https://doi.org/10.1016/j.ijme.2023.100927
Salim, M., Alfansi, L., Anggarawati, S., Saputra, F., & Afandy, C. (2021). The role of perceived usefulness in moderating the relationship between the DeLone and McLean model and user satisfaction. Uncertain Supply Chain Management, 9, 755-766. https://doi.org/10.5267/j.uscm.2021.4.002
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Singh, S., Kumar, V., Paliwal, M., Pratap, S. V., & Mahlawat, S. (2023). Explaining the linkage between antecedents’ factors of adopting online classes and perceived learning outcome using extended UTAUT model. Data and Information Management, 7(4), Artículo 100052. https://doi.org/10.1016/j.dim.2023.100052
Tierney, A., Hopwood, I., & Davies, S. (2024). Staff and student experiences of hybrid teaching in a pandemic-impacted context. Research and Practice in Technology Enhanced Learning, 19, Artículo 17. https://doi.org/10.58459/rptel.2024.19017
Ubaidillah, N., Baharuddin, N., Kasil, N., & Ismail, F. (2020). Students’ perception of the use of technology in education. Environment-Behaviour Proceedings Journal, 5(15), 117-122. https://doi.org/10.21834/ebpj.v5i15.2374
Van der Walt, F., Nkoyi, A., & Thithi, M. (2024). The influence of selected factors on perceived enjoyment of the online learning experience: lessons for post-COVID-19 classrooms. Frontiers in Education, 9, Artículo 1274126. https://doi.org/10.3389/feduc.2024.1274126
Venkatesh, S., Rao, Y. K., Nagaraja, H., Woolley, T., Alele, F. O., & Malau-Aduli, B. S. (2019). Factors influencing medical students’ experiences and satisfaction with blended integrated e-learning. Medical Principles and Practice, 29(4), 396-402. https://doi.org/10.1159/000505210
Wong, W. H., & Chapman, E. (2022). Student satisfaction and interaction in higher education. Higher Education, 85, 957-978. https://doi.org/10.1007/s10734-022-00874-0
Xiao, J., Sun-Lin, H.-Z., Lin, T.-H., Li, M., Pan, Z., & Cheng, H.-C. (2020). What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology, 51(4), 1203-1219. https://doi.org/10.1111/bjet.12949
Yuebo, L., Halili, S. H., & Abdul Razak, R. (2024). Online learning success model for adults in open and distance education in Western China. PLOS ONE, 19(2), e0297515. https://doi.org/10.1371/journal.pone.0297515
Zhao, J., & Liu, E. (2022). What factors can support students’ deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions? Frontiers in Psychology, 13, Artículo 1031615. https://doi.org/10.3389/fpsyg.2022.1031615
Zhu, Y., Geng, G., Disney, L., & Pan, Z. (2023). Changes in university students’ behavioral intention to learn online throughout the COVID-19: Insights for online teaching in the post-pandemic era. Education and Information Technologies, 28, 3859-3892. https://doi.org/10.1007/s10639-022-11320-0
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
Todos los trabajos publicados están sujetos a una licencia Creative Commons BY 4.0. Esta licencia permite compartir el material en cualquier medio o formato, así como adaptar, transformar y construir a partir del material para cualquier propósito. Ambas posibilidades sólo están permitidas en la medida en que se cumpla la condición de atribución. Esta condición requiere dar crédito adecuado tanto al autor como a la revista, proporcionando un enlace a la licencia e indicando los cambios realizados en caso de haberlos. Esto puede hacerse en cualquier forma razonable, pero no debe sugerir que el licenciante promueva a usted o su uso del material.
La licencia Creative Commons BY 4.0 permite a los autores mantener los derechos patrimoniales de su obra sin restricciones. Si algún trabajo publicado por la revista PJM fuera distribuido, difundido o cualquier otra acción contemplada en la licencia, se deberá mencionar de manera visible y explícita al autor o autores y a la revista.