Montero Rodrigo, Gempp René, Vargas Miguel
Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, Chile.
Facultad de Administración y Economía, Universidad Diego Portales, Santiago, Chile.
Front Psychol. 2022 Jul 27;13:887891. doi: 10.3389/fpsyg.2022.887891. eCollection 2022.
Student satisfaction is a crucial determinant of success in online education, but studies on satisfaction with virtual classes during the COVID-19 outbreak are still scarce. This research contributes empirical evidence regarding the determinants of overall satisfaction with online classes and academic performance through the domain satisfaction approach. Additionally, we introduce to the psychological literature the two-layer model, a well-known econometric methodology, to estimate the effect of domain satisfaction while controlling the impact of unobserved individual differences. Our analyses are based on a cross-sectional sample of = 648 Chilean university students (53.4% female) surveyed at the end of the first academic semester of 2021, during the lockdown mandated by the Chilean government due to the COVID-19 pandemic. Results show that satisfaction with the support provided by the university, satisfaction with learning, and satisfaction with the perceived quality of the online classes significantly explain the 68% of the variance of satisfaction with the virtual classes experience. Furthermore, satisfaction with academic performance is significantly explained by satisfaction with grades, learning, and the perceived quality of the online classes (R = .65). We also explore heterogeneous effects, separating them by gender and geographic area, and find that domains that systematically impact students' satisfaction with online education are satisfaction with grades, learning, and the quality of classes.
学生满意度是在线教育成功的关键决定因素，但关于新冠疫情期间对虚拟课程满意度的研究仍然很少。本研究通过领域满意度方法，为在线课程总体满意度和学业成绩的决定因素提供了实证证据。此外，我们将两层模型（一种著名的计量经济学方法）引入心理学文献，以在控制未观察到的个体差异影响的同时，估计领域满意度的影响。我们的分析基于对648名智利大学生（53.4%为女性）的横截面样本，这些学生是在2021年第一学期末接受调查的，当时智利政府因新冠疫情实施封锁。结果表明，对大学提供的支持的满意度、对学习的满意度以及对在线课程感知质量的满意度，显著解释了虚拟课程体验满意度68%的方差。此外，对学业成绩的满意度显著地由对成绩、学习以及在线课程感知质量的满意度所解释（R = 0.65）。我们还按性别和地理区域对异质性影响进行了区分，并发现对成绩、学习和课程质量的满意度是系统影响学生在线教育满意度的领域。
