Business School Student Satisfaction with Emergency Remote Teaching

Autor/inn/en	Quispe, Maria del Carmen Arrieta; Alecchi, Beatrice Avolio
Titel	Business School Student Satisfaction with Emergency Remote Teaching
Quelle	In: Journal of Education and e-Learning Research, 8 (2021) 4, S.375-384 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Quispe, Maria del Carmen Arrieta) ORCID (Alecchi, Beatrice Avolio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Business Schools; Student Attitudes; Integrated Learning Systems; COVID-19; Pandemics; Material Development; Online Courses; Distance Education; Educational Change; Foreign Countries; Teaching Methods; Learning Processes; Student Experience; Graduate Students; Masters Programs; Business Administration Education; Peru + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrmaterialentwicklung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	This study analyzes Peruvian Business School students' experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents -- 25 satisfactory and 31 unsatisfactory -- in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students' experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01