Determinantes de la calidad, la satisfacción y el aprendizaje percibido de la e-formación del profesorado universitario

• Autores: Víctor Abella García , Vanesa Ausín Villaverde, Vanesa Delgado Benito , David Hortigüela Alcalá, Hugo J. Solano
• Localización: Revista mexicana de investigación educativa, ISSN-e 1405-6666, Vol. 23, Nº. 78, 2018, págs. 733-760
• Idioma: español
• Títulos paralelos:
  • Determining Factors in the Quality, Satisfaction, and Perceived Learning in Electronic Learning Courses Taken by University Professors
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Resumen: El objetivo de esta investigación fue determinar la influencia de los factores pedagógicos y de diseño instruccional, controlados por los instructores, sobre el aprendizaje, la satisfacción y la calidad percibidos por los participantes en cursos de formación de profesorado universitario impartidos en formato e-learnig. Participaron 109 profesores universitarios. Como procedimiento de análisis estadístico se utilizó la regresión por mínimos cuadrados parciales (Partial Least Squares, PLS). Los resultados mostraron que los factores rigor y contenido del curso fueron los predictores de satisfacción (R2 = .66) y calidad (R2 = .55); en tanto los factores contenido del curso, estructura del curso, rigor, interacción profesor-instructor e interacción entre profesores mostraron un impacto positivo y significativo sobre el aprendizaje percibido (R2 = .70).

  • English

    Abstract: The objective of this research was to determine the influence of pedagogical factors and instructional design, controlled by instructors, on the learning, satisfaction, and quality that participants perceive in electronic learning for training university professors. The participants were 109 university professors. The statistical analysis used partial least squares, PLS. The results showed that rigor and course content predicted satisfaction (R2 = .66) and quality (R2 = .55); while course content, course structure, rigor, teacher/student interaction, and interaction among professors had a significant positive impact on perceived learning (R2 = .70).

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