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Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology

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 academ...

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Autores principales: Montero, Rodrigo, Gempp, René, Vargas, Miguel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9364960/
https://www.ncbi.nlm.nih.gov/pubmed/35967724
http://dx.doi.org/10.3389/fpsyg.2022.887891
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author Montero, Rodrigo
Gempp, René
Vargas, Miguel
author_facet Montero, Rodrigo
Gempp, René
Vargas, Miguel
author_sort Montero, Rodrigo
collection PubMed
description 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 n = 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(2) = .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.
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spelling pubmed-93649602022-08-11 Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology Montero, Rodrigo Gempp, René Vargas, Miguel Front Psychol Psychology 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 n = 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(2) = .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. Frontiers Media S.A. 2022-07-27 /pmc/articles/PMC9364960/ /pubmed/35967724 http://dx.doi.org/10.3389/fpsyg.2022.887891 Text en Copyright © 2022 Montero, Gempp and Vargas. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Montero, Rodrigo
Gempp, René
Vargas, Miguel
Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title_full Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title_fullStr Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title_full_unstemmed Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title_short Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology
title_sort chilean university students’ satisfaction with online learning during covid-19 pandemic: demonstrating the two-layer methodology
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9364960/
https://www.ncbi.nlm.nih.gov/pubmed/35967724
http://dx.doi.org/10.3389/fpsyg.2022.887891
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