Surviving and thriving: How changes in teaching modalities influenced student satisfaction before, during and after COVID-19

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-12-19 DOI:10.14742/ajet.8958
Ariel Ortiz Beltrán, D. Hernández‐Leo, Ishari Amarasinghe
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Abstract

This paper leverages analytics methods to investigate the impact of changes in teaching modalities shaped by the COVID-19 pandemic on undergraduate students’ satisfaction within a Spanish brick-and-mortar higher education institution. Unlike research that has focused on faculty- or programme-level data, this study offers a comprehensive institutional perspective by analysing large-scale data (N = 83,532) gathered from satisfaction surveys across all undergraduate courses in eight faculties from 2018 to 2021. The longitudinal analysis revealed significant changes (p < 0.05) in satisfaction indicators, particularly overall satisfaction and perceived workload. During the emergency remote teaching period, there was a significant decrease in satisfaction and high levels of variability across courses. However, a year after emergency remote teaching, with increased implementations of technology-supported online and mixed teaching modalities, satisfaction measures not only recovered but exceeded pre-COVID levels in the aforementioned indicators when the teaching modality was fully co-located. The variability of answers also reached historical lows, reflecting more uniform student experiences. These findings highlight the resilience of educators and the current higher education system and suggest a capacity to learn and improve from disruptive pedagogical changes. The study also provides insights into how data analytics can help monitor and inform the evolution of teaching practices. Implications for practice or policy Higher education institution administrators should improve the understanding of the effects derived from changes in their teaching and learning models, for example, in teaching modalities and related technology support. Student satisfaction data analytics offer useful indicators to study the impact of those effects. Higher education institutions should provide support for educators to ensure minimal deviations from expected averages of educational quality indicators regardless of the educators’ capacity to adapt to changes in the teaching models.
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生存与发展:在 COVID-19 前后和期间,教学模式的变化如何影响学生的满意度
本文利用分析方法,研究了 COVID-19 大流行对西班牙一所实体高等教育机构本科生满意度的影响。与侧重于院系或课程层面数据的研究不同,本研究通过分析从满意度调查中收集的大规模数据(N = 83,532),提供了一个全面的机构视角,这些数据来自 2018 年至 2021 年八个院系的所有本科课程。纵向分析显示,满意度指标发生了显著变化(p < 0.05),尤其是总体满意度和感知工作量。在紧急远程教学期间,满意度显著下降,各门课程之间的差异很大。然而,在紧急远程教学一年后,随着技术支持的在线和混合教学模式实施的增加,当教学模式完全同地进行时,上述指标的满意度不仅恢复了,而且超过了 COVID 前的水平。答案的可变性也达到了历史最低点,反映出学生的体验更加统一。这些发现凸显了教育工作者和当前高等教育体系的复原力,并表明他们有能力从破坏性的教学变革中学习和改进。学生满意度数据分析为研究这些影响提供了有用的指标。高等教育机构应为教育工作者提供支持,以确保教育质量指标与预期平均值的偏差最小,而不论教育工作者是否有能力适应教学模式的变化。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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