Enseñanza Remota de Emergencia, flow y satisfacción: un modelo estructural
Resumen
El presente estudio tuvo como propósito investigar las relaciones estructurales entre la autoeficacia para el aprendizaje y el desempeño, el valor percibido de la tarea, la usabilidad percibida del LMS, el diseño instruccional percibido, la experiencia de flow y la satisfacción del estudiante, en cursos adaptados a la modalidad de Enseñanza Remota de Emergencia, en una universidad privada en México. Utilizando modelado con ecuaciones estructurales, se encontró evidencia de que la autoeficacia tiene un efecto directo sobre la experiencia de flow, así como un efecto indirecto sobre la satisfacción, mediado por el valor de la tarea. Además, se encontró que usabilidad del LMS tiene un efecto directo sobre la experiencia de flow, en tanto que el diseño instruccional tiene un efecto directo sobre el valor de la tarea y sobre la satisfacción. Los resultados de este estudio pueden proveer de pautas para la implementación de cursos virtuales o híbridos.Descargas
Citas
Alanazi, A. A., Frey, B. B., Niileksela, C., Lee, S. W., Nong, A., y Alharbi, F. (2020). The role of task value and technology satisfaction in student performance in graduate-level online courses. TechTrends, 64, 922-930. https://doi.org/10.1007/s11528-020-00501-8
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments.
Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Benito, Á., Dogan Yenisey, K., Khanna, K., Masis, M. F., Monge, R. M., Tugtan, M. A., Vega Araya, L. D., y Vig,
R. (2021). Changes that should remain in higher education post COVID-19: A mixed-methods analysis of the experiences at three universities. Higher Learning Research Communications, 11, 51-75. https://doi. org/10.18870/hlrc.v11i0.1195
Brooke, J. (1996). SUS: ‘a quick and dirty’ usability scale. En P. W. Jordan, B. Thomas, B. A. Weerdmeester, y
A. L. McClelland (Eds.). Usability evaluation in industry (pp. 189-194). Taylor y Francis. https://doi. org/10.1201/9781498710411
California State University, Chico. (2020). Exemplary Online Instruction: The Rubric. https://www.csuchico.edu/ eoi/rubric.shtml
Chang, S.Y. y Shen, C.Y. (2015). The effect of usability of learning management system on student’s flow experience and learning experience. En S. Carliner, C. Fulford y N. Ostashewski (Eds.). Proceedings of EdMedia 2015-World Conference on Educational Media and Technology (pp. 489-493). Association for the Advancement of Computing in Education (AACE).
Cheng, G., y Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278. https://doi.org/10.1111/bjet.12243
Cho, M. (2018). Task complexity and modality: Exploring learners’ experience from the perspective of flow. The Modern Language Journal, 102(1), 162-180. https://doi.org/10.1111/modl.12460
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-Bras Publishers.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with every day life. BasicBooks. Csikszentmihalyi, M. (2014). Applications of flow in human development and education: The collected works of
Mihaly Csikszentmihalyi. Springer.
Diep, A., Zhu, C., Struyven, K., y Blieck, Y. (2017). Who or what contributes to student satisfaction in different blended learning modalities? British Journal of Educational Technology, 48(2), 473-489. https://doi. org/10.1111/bjet.12431
Doménech-Betoret, F., Abellán-Roselló, L., y Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement : The mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8:1193. https://doi.org/10.3389/fpsyg.2017.01193
Duncan, T. G., y McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire.
Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Erhel, S., y Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106-114. https://doi.org/10.1016/j.chb.2018.09.020
Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., y Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic Self-efficacy : Interactions to prevent school failure. Frontiers in Psychology, 8:22. https://doi.org/10.3389/fpsyg.2017.00022
Fornell, C., y Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi: 10.1177/002224378101800104
Ghazal, S., Al-Samarraie, H., y Aldowah, H. (2018). “I am still learning”: Modeling LMS critical success factors for promoting students’ experience and satisfaction in a blended learning environment. IEEE Access, 6, 77179-77201. https://doi.org/10.1109/ACCESS.2018.2879677
Hair, J. F., Black, W. C., Babin, B. J., y Anderson, R. E. (2014). Multivariate data analysis (7ª ed.). Pearson.
Hedlefs Aguilar, M. I., y Garza Villegas, A. A. (2016). Análisis comparativo de la Escala de Usabilidad del Sistema (EUS) en dos versiones. Revista Iberoamericana de las Ciencias Computacionales e Informática, 5(10), 44-58. https://doi.org/10.23913/reci.v5i10.48
Hernández-Nanclares, N., y Pérez-Rodríguez, M. (2016). Students’ satisfaction with a blended instructional design: The potential of “flipped classroom” in higher education. Journal of Interactive Media in Education, 1:4. https://doi.org/10.5334/jime.397
Hodges, C., Moore, S., Lockee, B., Trust, T., y Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-be- tween-emergency-remote-teaching-and-online-learning
Hong, J. C., Hwang, M. Y., Tai, K. H., y Lin, P. H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress. Computer Assisted Language Learning, 30(6), 552-574. https://doi.org/10.1080/09588221.2017.1329215
International Organization for Standardization. (2018). Ergonomics of human-system interaction-part 11: Usability: Definitions and concepts. ISO 9241-11:2018(en). https://www.iso.org/obp/ui/#iso:std:iso:9241:-11:ed- 2:v1:en
Jackson, S. A., y Eklund, R. C. (2002). Assessing flow in physical activity: The Flow State Scale-2 and Dispositional Flow Scale-2. Journal of Sport and Exercise Psychology, 24(2), 133-150. https://doi.org/10.1123/ jsep.24.2.133
Joo, Y. J., Oh, E., y Kim, S. M. (2015). Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study. Journal of Computing in Higher Education, 27, 28-46. https://doi.org/10.1007/s12528-015-9090-9
Khan, I. U., Hameed, Z., Yu, Y., y Khan, S. U. (2017). Assessing the determinants of flow experience in the adoption of learning management systems: The moderating role of perceived institutional support. Behaviour & Information Technology, 36(11), 1162-1176. https://doi.org/10.1080/0144929X.2017.1362475
Kline, R. B. (2011). Principles and practice of structural equation modeling (3a ed.). The Guilford Press.
Lee, J., Lim, C., y Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427-453. https://doi.org/10.1007/ s11423-016-9502-1
Lee, Y., y Choi, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36-42. https://doi.org/10.1016/j.iheduc.2012.01.005
Lewis, J. R. (2018). The System Usability Scale: Past, present, and future. International Journal of Human-Computer Interaction, 34(7), 577-590. https://doi.org/10.1080/10447318.2018.1455307
Li, S., y Zheng, J. (2018). The relationship between self-efficacy and self-regulated learning in one-to-one computing environment: The mediated role of task values. Asia-Pacific Education Researcher, 27, 455-463. https://doi. org/10.1007/s40299-018-0405-2
Lu Y., Wang, B., y Lu, Y. (2019). Understanding key drivers of MOOC satisfaction and continuance intention to use.
Journal of Electronic Commerce Research, 20(2), 105-117.
Matsunaga, M. (2008). Item parceling in structural equation modeling: A primer. Communication Methods and Measures, 2(4), 260-293. https://doi.org/10.1080/19312450802458935
Mesurado, B., Cristina Richaud, M., y José Mateo, N. (2016). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology. Interdisciplinary and Applied, 150(3), 281-299. https://doi.org/10.1080/00223980.2015.10 24595
Mohmmed, A. O., Khidhir, B. A., Nazeer, A., y Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5:72, 1-11. https://doi.org/10.1007/s41062-020-00326-7
Moral de la Rubia, J. (2019). Revisión de los criterios para validez convergente estimada a través de la varianza media extraída. Psychologia, 13(2), 25-41. https://doi.org/10.21500/19002386.4119
Ouadoud M., Nejjari A., Chkouri M.Y., y El-Kadiri K.E. (2018). Learning Management System and the underlying learning theories. En M. Ben Ahmed y A. Boudhir. (Eds.). Innovations in Smart Cities and Applications. SCAMS 2017. Lecture Notes in Networks and Systems (pp. 732-744). https://doi.org/10.1007/978-3- 319-74500-8_67
Peifer, C., Schönfeld, P., Wolters, G., Aust, F., y Margraf, J. (2020). Well done! Effects of positive feedback on perceived self-efficacy, flow and performance in a mental arithmetic task. Frontiers in Psychology, 11:1008. https://doi.org/10.3389/fpsyg.2020.01008
Petillion, R. J., y McNeil, W. S. (2020). Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 97(9), 2486-2493. https://doi.org/10.1021/acs.jchemed.0c00733
Pintrich, P. R., Smith, D. A. F., García, T., y McKeachie, W. J. (1991). Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. https://eric.ed.gov/?id=ED338122
Pool-Cibrián, W. J., y Martínez-Guerrero, J. I. (2013). Autoeficacia y uso de estrategias para el aprendizaje autorregulado en estudiantes universitarios. Revista Electronica de Investigación Educativa, 15(3), 21-37. https://redie.uabc.mx/redie/article/view/551/810
Prifti, R. (2020). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and eLearning. https://doi.org/10.1080/02680513.2020.1755642
Rijavec, M., Ljubin Golub, T., Jurčec, L., y Olčar, D. (2017). Working part-time during studies: The Role of Flow in Students’ Well-Being and Academic Achievement. Croatian Journal of Education, 19, Sp.Ed.No.3, 157-175. https://doi.org/10.15516/cje.v19i0.2724
Rodríguez-Ardura, I., y Meseguer-Artola, A. (2017). Flow in e-learning: What drives it and why it matters. British Journal of Educational Technology, 48(4), 899-915. https://doi.org/10.1111/bjet.12480
Roosta, F., Taghiyareh, F., y Mosharraf, M. (2016, 27-28 de septiembre). Personalization of gamification-elements in an e-learning environment based on learners’ motivation. En M. Vaezi y M. Khansari (chairs), IST 2016 [Simposio]. Eight International Symposium on Telecommunications (IST), Theran, Iran. https://doi. org/10.1109/ISTEL.2016.7881899
Sánchez-Rosas, J., y Esquivel, S. (2016). Instructional teaching quality, task value, self-efficacy, and boredom: A model of attention in class. Revista de Psicología, 25(2), 1-20. https://doi.org/10.5354/0719- 0581.2016.44966
Sanford, D., Ross, D., Rosenbloom, A., y Singer, D. (2017). Course convenience, perceived learning, and course satisfaction across course formats. e-Journal of Business Education & Scholarship of Teaching, 11(1), 69-84. https://eric.ed.gov/?id=EJ1167321
Satorra, A., y Bentler, P. M. (1994). Correction to test statistics and standard errors in covariance structure analysis. En A. von Eye y C. C. Clogg (Eds.). Latent variable analysis: Applications for developmental research (pp. 399-419). Sage Publications.
Schunk, D. H. (2012). Teorías del aprendizaje: Una perspectiva educativa (6a ed.). Pearson.
Seel, N. M., Lehmann, T., Blumschein, P., y Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations. Sense Publishers.
Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86. https://doi.org/10.1080/01587910303048
Shin, S., y Cheon, J. (2019). Assuring student satisfaction of online education: A search for core course design elements. International Journal on E-Learning, 18(2), 147-164. https://www.learntechlib.org/ primary/p/178238/
Stokes, T. A., Gillan, D. J., y Braden, J. P. (2016). Establishing the link between usability and student satisfaction in adaptive online learning. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 60(1), 1976-1980. https://doi.org/10.1177/1541931213601450
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Turnbow, D., y Roth, A. (2019). Demystifying online instruction in libraries: People, process, and tools. ALA Editors. Wei, H. C., y Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter?
Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
Yalcin, Y. (2017). Online learners’ satisfaction: Investigating the structural relationships among self-regulation, self-efficacy, task value, learning design, and perceived learning [Tesis de doctorado, Florida State University]. https://fsu.digital.flvc.org/islandora/object/fsu%3A605036/
Zhao, Y., y Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22, 3-12. https://doi.org/10.1007/s10833-021-09417-
Esta obra está bajo una licencia de CREATIVE COMMONS
