Emergency Remote Teaching, flow and satisfaction: a structural model

Abstract

The present study aimed to investigate the structural relationships between self-efficacy for learning and performance, the perceived value of the task, the perceived usability of the LMS, the perceived instructional design, flow experience and student´ satisfaction, in courses adapted to the Emergency Remote Teaching modality, in a private university in Mexico. Using modeling with structural equations, evidence was found that self-efficacy has a direct effect on the flow experience, as well as an indirect effect on satisfaction, mediated by the value of the task. Furthermore, it was found that usability of the LMS has a direct effect on the flow experience, while the instructional design has a direct effect on the value of the task and on satisfaction. The results of this study can provide guidelines for the implementation of virtual or hybrid courses.