Next Article in Journal
Physical Exercise Improves Heart-Rate Variability in Obese Children and Adolescents: A Systematic Review
Next Article in Special Issue
B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain
Previous Article in Journal
Monitoring Land Use/Cover Change Using Remotely Sensed Data in Guangzhou of China
Previous Article in Special Issue
Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers
Article

Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

Department of Pedagogy, Faculty of Education, Psychology and Social Work, University of Lleida, 25001 Lleida, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Verónica Marín-Díaz
Sustainability 2021, 13(5), 2945; https://doi.org/10.3390/su13052945
Received: 25 January 2021 / Revised: 2 March 2021 / Accepted: 3 March 2021 / Published: 8 March 2021
(This article belongs to the Collection Sustainable Teaching and Learning Strategies in the Digital Age)
A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing. View Full-Text
Keywords: virtual classrooms; teaching methods; online learning; quality of teaching; crisis intervention virtual classrooms; teaching methods; online learning; quality of teaching; crisis intervention
Show Figures

Figure 1

MDPI and ACS Style

del Arco, I.; Flores, Ò.; Ramos-Pla, A. Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses. Sustainability 2021, 13, 2945. https://doi.org/10.3390/su13052945

AMA Style

del Arco I, Flores Ò, Ramos-Pla A. Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses. Sustainability. 2021; 13(5):2945. https://doi.org/10.3390/su13052945

Chicago/Turabian Style

del Arco, Isabel, Òscar Flores, and Anabel Ramos-Pla. 2021. "Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses" Sustainability 13, no. 5: 2945. https://doi.org/10.3390/su13052945

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop