ABSTRACT

This paper aims to present empirical evidence that supports and quantifies the relationships among the following features in a Mexican university: interactive collaboration software tools used in online classes, the perceived presence of instructors, student engagement, and student satisfaction with online classes during the COVID-19 lockdown. We collected data from 1417 participants from five different academic programs using a survey method. Data were analyzed using SPSS v25 and WarpPLS. Findings show that the interactive communication tool has a positive impact on perceived instructor presence, which also positively impacts student engagement and satisfaction. These relationships were also found to be true after analyzing each academic program. Therefore, both the interactive communication tool and the instructor play important roles in the online learning process because they positively influence student engagement and satisfaction. Our results are consistent with previous work conducted before the pandemic and contribute to understanding the teaching and learning process during the COVID-19 pandemic.

摘要

本文旨在提供实证证据，支持和量化墨西哥大学以下特征之间的关系：在线课程中使用的交互式协作软件工具、教师的存在感知、学生参与度以及学生在新冠疫情期间对在线课程的满意度。 19 封锁。我们使用调查方法收集了来自 5 个不同学术项目的 1417 名参与者的数据。使用 SPSS v25 和 WarpPLS 分析数据。研究结果表明，交互式沟通工具对教师存在感产生积极影响，这也对学生的参与度和满意度产生积极影响。在分析每个学术项目后，这些关系也被发现是正确的。所以，互动交流工具和教师在在线学习过程中都发挥着重要作用，因为它们对学生的参与度和满意度产生积极影响。我们的结果与大流行之前进行的先前工作一致，有助于了解 COVID-19 大流行期间的教学过程。