Abstract
Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of the digital transformation. This study proposes a model that measures student satisfaction considering three dimensions: teacher quality, technical service quality and service quality. Then, the impact of each dimension on student satisfaction is estimated using a Partial Least Squares Structural Equation Model (PLS-SEM), and finally an Importance-Performance Map Analysis (IPMA) was performed to identify the improvements that should be made to increase student satisfaction. When analyzing the responses of 1430 students at the School of Medicine, it was found that the quality of technical service should be improved, specifically training, and encouraging teachers to use strategies that allow student participation.
Highlights
The emergence of the health emergency generated by COVID-19 in the university teaching game scenario has posed an unprecedented challenge at the political, administrative and pedagogical levels of nations [1]
We propose a theoretical model that allows first to determine the constructs that influence student satisfaction with respect to the online learning modality using a Partial Least Squares Structural Equation Model (PLS-SEM)
Higher education institutions (HEIs) and the evaluation of students in the digital transformations that HEIs will continue to manage until the effects of COVID-19 are controlled
Summary
The emergence of the health emergency generated by COVID-19 in the university teaching game scenario has posed an unprecedented challenge at the political, administrative and pedagogical levels of nations [1]. Universities as a higher education center are those who govern the task of knowledge management and it is where the teaching-learning activities of all strategies and practical theoretical resources are developed for the purpose of training quality professionals, adding to the contribution of innovative and creative ideas that meet the needs of society, as well as the labor market [18,19] From these perspectives the quality of service from the online learning perspective is focused on the service provided by university institutions for the implementation of online classes by different actors [20]. This leads to the fact that the service management in the online channels of academic management such as applications, registrations, scheduling, among others, is considered as a key standard for the evaluation of the quality of virtual education [21], in that proper handling of responses to requirements such as student support services offered by the university is associated with student performance and retention in virtual courses, but the empirical evidence on this is still inconclusive [22].
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