Students’ learning, performance, and satisfaction in remote teaching
perceptions and experiences from the pandemic
DOI:
https://doi.org/10.35699/2237-5864.2024.48452Keywords:
learning, performance, satisfaction, remote teachingAbstract
This research investigated the relationship between students’ learning, performance, and satisfaction in the context of remote teaching through their perceptions and experiences during the covid-19 pandemic. To this end, a quantitative and qualitative study was carried out with students from the Accounting Sciences course at a public university located in the interior of the state of Ceará. The study was developed in two stages, the first being a survey with 257 students, in which the data was analyzed using descriptive statistics, confirmatory factor analysis, t-test and structural equation modeling. The second stage was carried out through semi-structured interviews with 17 students, in which qualitative data were analyzed using content analysis. The results indicate that learning positively influences performance and satisfaction. In the same direction, it was found that performance influences satisfaction in a positive way. Thus, this study brings reflections on the impacts of the pandemic at the university level, serving as a framework for outlining pedagogical strategies focused on improving the teaching-learning process and, consequently, student performance and satisfaction.
Downloads
References
ANTONELLI, Ricardo. A.; COLAUTO, Romualdo. D.; CUNHA, Jaqueline. V. A. Expectativa e satisfação dos alunos de ciências contábeis com relação às competências docentes. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 10, n. 1, p. 74-91, 2012. DOI: https://doi.org/10.15366/reice2012.10.1.006. Disponível em: https://revistas.uam.es/reice/article/view/3075. Acesso em: 21 out. 2023.
ARISTOVNIK, Aleksander; KERŽIČ, Damijana; RAVŠELJ, Dejan; TOMAŽEVIČ, Nina; UMEK, Lan. Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, v. 12, n. 20, 8438, 2020. DOI: https://doi.org/10.3390/su12208438. Disponível em: https://www.mdpi.com/2071-1050/12/20/8438. Acesso em: 21 out. 2023.
BABER, Hasnan. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of covid-19. Journal of Education and e-Learning Research, v. 7, n. 3, p. 285-292, 2020. DOI: https://doi.org/10.20448/journal.509.2020.73.285.292. Disponível em: https://www.asianonlinejournals.com/index.php/JEELR/article/view/2048. Acesso em: 21 out. 2023.
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.
BOCCIA, Margarete Bortolo; TERÇARIOL, Adriana Aparecida de Lima; TROVA, Andreza Gessi. Estilos de aprendizagem na educação a distância. CONGRESSO INTERNACIONAL DE EDUCAÇÃO E TECNOLOGIAS: ENCONTRO DE PESQUISADORES EM EDUCAÇÃO A DISTÂNCIA, 4., 2018, São Carlos. Anais... CIET: EnPED, 2018. Disponível em: https://cietenped.ufscar.br/submissao/index.php/2018/article/view/600. Acesso em: 3 jun. 2024.
BONINI-ROCHA. Ana Clara; OLIVEIRA, Lucas Fürstenau de; ROSAT, Renata Menezes; RIBEIRO, Maria Flávia Marques. Satisfação, percepção de aprendizagem e desempenho em vídeo aula e aula expositiva. Ciências & Cognição, v. 19, n. 1, p. 47-57, 2014. Disponível em: http://revista.cienciasecognicao.org/index.php/cec/article/view/871. Acesso em: 23 ago. 2024.
BORISHADE, Taiye T.; OGUNNAIKE, Olaleke O.; SALAU, Odunayo; MOTILEWA, Bolanle D.; DIRISU, Joy I. Assessing the relationship among service quality, student satisfaction and loyalty: The Nigerian higher education experience. Heliyon, v. 7, n. 7, e07590, 2021. DOI: https://doi.org/10.1016/j.heliyon.2021.e07590. Disponível em: https://www.cell.com/heliyon/fulltext/S2405-8440(21)01693-5?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS2405844021016935%3Fshowall%3Dtrue. Acesso em: 21 out. 2023.
CHITKUSHEV, Lou; VODENSKA, Irena; ZLATEVA, Tanya. Digital learning impact factors: student satisfaction and performance in online courses. International Journal of Information and Education Technology, v. 4, n. 4, p. 356-359, 2014. DOI: https://doi.org/10.7763/IJIET.2014.V4.429. Disponível em: https://www.ijiet.org/show-47-475-1.html. Acesso em: 21 out. 2023.
COELHO, Christiano; OLIVEIRA, Karine Kely Soares de; SILVA, Jéssica Kelly Alves da; SILVA, Arthur William Pereira da; SANTOS, Helaine Cristine Carneiro dos. Práticas docentes: um estudo no curso de ciências contábeis em uma universidade do nordeste. Revista de Gestão e Contabilidade da UFPI, v. 5, n. 2, p. 55-78, 2018. DOI: https://doi.org/10.26694/2358.1735.2018.v5ed26557. Disponível em: https://ojs.ufpi.br/index.php/gecont/article/view/6557/4887. Acesso em: 21 out. 2023.
COLOMBY, Renato Koch; MATTEI, Taíse Fátima; ASSUNÇÃO, Francieli de; SALVAGNI, Julice. Saúde mental e pandemia: percepções de estudantes do bacharelado em Administração de um instituto federal. Revista Docência do Ensino Superior, v. 12, p. 1-21, 2022. DOI: https://doi.org/10.35699/2237-5864.2022.38416. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/38416. Acesso em: 21 out. 2023.
EOM, Sean B.; ASHILL, Nicholas. The determinants of students’ perceived learning outcomes and satisfaction in university online education: an update. Decision Sciences Journal of Innovative Education, v. 14, n. 2, p. 185-215, 2016. DOI: https://doi.org/10.1111/dsji.12097. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/dsji.12097. Acesso em: 21 out. 2023.
GANDA, Danielle Ribeiro; BORUCHOVITCH, Evely. A autorregulação da aprendizagem: principais conceitos e modelos teóricos. Psicologia da Educação, n. 46, p. 71-80, 2018. DOI: https://doi.org/10.5935/2175-3520.20180008. Disponível em: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1414-69752018000100008&lng=pt&nrm=iso&tlng=pt. Acesso em: 21 out. 2023.
GONZALEZ, Teresa; DE LA RUBIA, M. A.; HINCZ, K. P.; COMAS-LOPEZ, M.; SUBIRATS, Laia; FORT, Santi; SACHA, G. M. Influence of covid-19 confinement on students’ performance in higher education. PloS One, v. 15, n. 10, e0239490, 2020. DOI: https://doi.org/10.1371/journal.pone.0239490. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0239490. Acesso em: 21 out. 2023.
HAIR JR., Joseph F.; BLACK, William C.; BABIN, Barry J.; ANDERSON, Rolph E.; TATHAM, Ronald L. Análise multivariada de dados. 6. ed. Porto Alegre: Bookman, 2009.
HOOPER, Daire; COUGHLAN, Joseph; MULLEN, Michael R. Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, v. 6, n. 1, p. 53-60, 2008. Disponível em: https://academic-publishing.org/index.php/ejbrm/article/view/1224. Acesso em: 24 ago. 2024.
JONES, Vicki; JO, Jun; MARTIN, Philippe. Future schools and how technology can be used to support millennial and generation-z students. INTERNATIONAL CONFERENCE OF UBIQUITOUS INFORMATION TECHNOLOGY, 1., 2007, Queensland, Proceedings... Queensland: Griffith University, 2007.
KHAN, Mohammed Arshad; SINGH, Vivek; NABI, Mohammed Kamalun; KHOJAH, Maysoon; TAHIR, Muhammad. Students’ perception towards e-learning during COVID-19 pandemic in India: an empirical study. Sustainability, v. 13, n. 1, p. 1-14, 2021. DOI: https://doi.org/10.3390/su13010057. Disponível em: https://www.mdpi.com/2071-1050/13/1/57. Acesso em: 21 out. 2023.
LOCKMAN. Alison S.; SCHIRMER Barbara R. Online instruction in higher education: promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, v. 7, n. 2, p. 130-152, 2020. DOI: https://doi.org/10.20448/journal.509.2020.72.130.152. Disponível em: https://asianonlinejournals.com/index.php/JEELR/article/view/1606. Acesso em: 21 out. 2023.
MAGALHÃES, Amanda Júlia de Arruda; ROCHA, Matheus Henrique Almeida; SANTOS, Samilla Cristinny; DANTAS, Cecília Borges; MANSO, Glauber José de Melo Cavalcanti; FERREIRA, Maria Dirlene Alves. O ensino da anamnese assistido por tecnologias digitais durante a pandemia da Covid-19 no Brasil. Revista Brasileira de Educação Médica, v. 44, supl. 1, e0163, 2020. DOI: https://doi.org/10.1590/1981-5271v44.supl.1-20200437. Disponível em: https://www.scielo.br/j/rbem/a/9VCdCPpP3NR4SznYkrh9qCD/?lang=pt. Acesso em: 21 out. 2023.
MARTINS, Lara Barros; ZERBINI, Thaís. Fatores influentes no desempenho acadêmico de universitários em ações educacionais a distância. Estudos de Psicologia, v. 21, n. 3, p. 317-327, 2016. DOI: https://doi.org/10.5935/1678-4669.20160030. Disponível em: https://www.scielo.br/j/epsic/a/KVRz5sF5LJQqgsyx49bHdtB/?lang=pt. Acesso em: 21 out. 2023.
MAYER, Richard E. Cognitive theory of multimedia learning. In: MAYER, Richard E. (Ed.), The Cambridge handbook of multimedia learning. 2. ed. Cambridge: Cambridge University Press, 2014.
MAYER, Richard E.; PILEGARD, Celeste. Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles. In: MAYER, Richard E. (Ed.), The Cambridge handbook of multimedia learning. 2. ed. Cambridge: Cambridge University Press, 2014.
MCCRINDLE, Mark. The ABC of XYZ: understanding the global generations. 3. ed. Bella Vista: McCrindle Research, 2014.
MOZZATO, Anelise Rebelato; GRZYBOVSKI, Denize. Análise de Conteúdo como Técnica de Análise de Dados Qualitativos no Campo da Administração: Potencial e Desafios. Revista de Administração Contemporânea, v. 15, n. 4, p. 731-747, ago. 2011. DOI: https://doi.org/10.1590/S1415-65552011000400010. Disponível em: https://www.scielo.br/j/rac/a/YDnWhSkP3tzfXdb9YRLCPjn/#. Acesso em: 24 ago. 2024.
OLIVEIRA, Elizângela de Jesus; SILVA, Juarez Ramos da; DAMASCENO, Daniela Aparecida Ramos Pimentel; CASTRO, Dagmar Silva Pinto de; VENDRAMINE, Maraí de Freitas Maio. A satisfação dos discentes na aprendizagem a distância em uma instituição de ensino superior. Revista Educação, v. 12, n. 2, p. 78-97, 2017. Disponível em: https://revistas.ung.br/educacao/article/view/2740. Acesso em: 3 jun. 2024.
PÉREZ-PÉREZ, Marta; SERRANO-BEDIA, Ana M.; GARCÍA-PIQUERES, Gema. An analysis of factors affecting students’ perceptions of learning outcomes with Moodle. Journal of Further and Higher Education, v. 44, n. 8, p. 1114-1129, 2020. DOI: https://doi.org/10.1080/0309877X.2019.1664730. Disponível em: https://www.tandfonline.com/doi/full/10.1080/0309877X.2019.1664730. Acesso em: 21 out. 2023.
QUINTANA, Alexandre Costa; AFONSO, Luís Eduardo. Satisfação em aprender: identificando a percepção dos estudantes sobre o uso de tecnologias da educação. Cuadernos de Contabilidad, v. 18, n. 46, p. 188-197, 2017. DOI: https://doi.org/10.11144/javeriana.cc18-46.saip. Disponível em: https://revistas.javeriana.edu.co/index.php/cuacont/article/view/23701. Acesso em: 21 out. 2023.
SANTOS, Márcia Juliana da Cunha dos; VILHENA, Estela; ANTONELLI, Ricardo Adriano; MEURER, Alison Martins. Diferenças no desempenho acadêmico a partir das características socioeconômicas, demográficas, comportamentais e psicológicas de estudantes portugueses da área de negócios. Revista Pensamento Contemporâneo em Administração, v. 14, n. 2, p. 111-129, 2020. DOI: https://doi.org/10.12712/rpca.v14i2.42477. Disponível em: https://periodicos.uff.br/pca/article/view/42477. Acesso em: 21 out. 2023.
SANTOS, Tamires Nunes dos; ALMEIDA, Daniele Cristina de; FONSECA, Yaske Palhares; PESSOA, Milene Cristine; RIBEIRO, Rita de Cássia. Ensino remoto emergencial durante a pandemia de covid-19: avaliação no curso de Nutrição de uma universidade pública. Revista Docência do Ensino Superior, v. 13, e034838, p. 1-26, 2023. DOI: https://doi.org/10.35699/2237-5864.2023.34838. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/34838. Acesso em: 21 out. 2023.
SARAGIH, Arfah Habib; ADWIE, Joansyah; HENDRAWAN, Adang. Determinants and consequences of students learning satisfaction during pandemic covid-19. Jurnal Ilmiah Akuntansi dan Bisnis, v. 16, n. 1, p. 1-19, 2021. DOI: https://doi.org/10.24843/JIAB.2021.v16.i01.p01. Disponível em: https://xjournals.com/collections/journals/TableofContent?qt=Anttvxhvtlcoi0Jyp/AyQTMP7qGEL7GGi3tHntYgZU/G3Hey76EMzBZWyObQY55IYatc+NzYfIg+XUojkJPC4g==. Acesso em: 21 out. 2023.
SAUNDERS, Laura; WONG, Melissa A. Instruction in libraries and information centers: an introduction. Champaign: Windsor & Downs Press, 2020. DOI: https://doi.org/10.21900/wd.12. Disponível em: https://iopn.library.illinois.edu/books/windsor-downs/catalog/book/12. Acesso em: 21 out. 2023.
SEBASTIÁN-HEREDERO, Eladio. Diretrizes para o desenho universal para a aprendizagem (DUA). Revista Brasileira de Educação Especial, v. 26, n. 4, p. 733-768, 2020. DOI: https://doi.org/10.1590/1980-54702020v26e0155. Disponível em: https://www.scielo.br/j/rbee/a/F5g6rWB3wTZwyBN4LpLgv5C/?lang=pt. Acesso em: 21 out. 2023.
SILVA, Eva Alves da; DELGADO, Omar Carrasco. O processo de ensino-aprendizagem e a prática docente: reflexões. Revista Espaço Acadêmico, v. 8, n. 2, p. 40-52, 2018. Disponível em: https://multivix.edu.br/wp-content/uploads/2019/04/revista-espaco-academico-v08-n02-artigo-03.pdf. Acesso em: 4 jun. 2024.
SOUSA, Z. A. de Sá; FERREIRA, M. A.; MIRANDA, G. J. Teoria da atribuição de causalidade: percepções docentes e discentes sobre os determinantes do desempenho acadêmico. Advances in Scientific and Applied Accounting, v. 12, n. 2, p. 40-58, 2019.
VIEIRA, Kelmara Mendes; KUNKEL, Franciele Ines Reis; MALLMANN, Elena Maria. Satisfação dos estudantes de educação a distância da UFSM: uma análise multifatorial. Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental, v. 12, n. 12, p. 2617-2632, 2013. DOI: https://doi.org/10.5902/223611707985. Disponível em: https://periodicos.ufsm.br/index.php/reget/article/view/7985. Acesso em: 21 out. 2023.
ULEANYA, Chinaza; ALEX, Jogymol. Student satisfaction with institutions in dealing with covid-19 at a South African rural university. Rural Society, v. 30, n. 2-3, p. 147-156, 2021. DOI: https://doi.org/10.1080/10371656.2022.2030109. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10371656.2022.2030109. Acesso em: 21 out. 2023.
VEIGA, Feliciano Henriques; FESTAS, Isabel; TAVEIRA, Céu; GALVÃO, Diana; JANEIRO, Isabel; CONBOY, Joseph; CARVALHO, Carolina; CALDEIRA, Suzana; MELO, Madalena; PEREIRA, Tiago; ALMEIDA, Ana; BAHÍA, Sara; NOGUEIRA, João. Envolvimento dos alunos na escola: conceito e relação com o desempenho académico – sua importância na formação de professores. Revista Portuguesa de Pedagogia, v. 46, n. 2, p. 31-47, 2014. DOI: https://doi.org/10.14195/1647-8614_46-2_2. Disponível em: https://impactum-journals.uc.pt/rppedagogia/article/view/1647-8614_46-2_2. Acesso em: 21 out. 2023.
WEI, Huei-Chuan; CHOU, Chien. Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, v. 41, n. 1, p. 48-69, 2020. DOI: https://doi.org/10.1080/01587919.2020.1724768. Disponível em: https://www.tandfonline.com/doi/full/10.1080/01587919.2020.1724768. Acesso em: 21 out. 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Cíntia Vanessa Monteiro Germano Aquino, Clayton Robson Moreira da Silva, Joelma Leite Castelo, Mônica Aparecida Ferreira, Ruth de Lima Pereira, Alexandra Alencar Siebra
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.
Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Open access policy:
Revista Docência do Ensino Superior is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).
