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Overall Satisfaction with the Emergency Remote Teaching during the COVID-19 Pandemic from the Perspective of Higher Education Students in Portugal

Author

Listed:
  • Fábio Albuquerque

    (Lisbon Accounting and Business School (ISCAL), Portugal Author-2-Name: Paula Gomes dos Santos Author-2-Workplace-Name: Lisbon Accounting and Business School (ISCAL), Portugal Author-3-Name: Carla Martinho Author-3-Workplace-Name: Lisbon Accounting and Business School (ISCAL), Portugal Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:)

Abstract
" Purpose - The COVID-19 pandemic led to an abrupt transition to online classes in higher education, with no consideration for the specific students' conditions in Portugal and other countries. Therefore, this study aims to assess the students' perspectives on online learning classes during the lockdown in 2020. Methodology - The analysis is based on 2,107 valid answers from students of seven Portuguese higher education institutions that took synchronous online classes. Principal component analysis and binary logistic regression were the main quantitative methods used. Findings - This study identified five factors that, in all cases, significantly explain the students' perspective on the transition to online classes. These factors include not only pedagogical matters (teachers' overall quality) but also elements related to personal or motivational students' characteristics (performance and autonomy; constraints and obstacles to socialization; self-confidence while attending online classes) and technological issues (Internet access conditions). Notwithstanding, self-confidence is not a relevant factor for students with technical limitations concerning infrastructural matters. Novelty - Besides the contributions of this study, it is important to emphasize its relevance by combining the critical success factors in distance learning with different demographic variables, which are usually less explored by this literature. Notwithstanding, less robust and inconsistent results were found for those variables. Type of Paper - Empirical"

Suggested Citation

  • Fábio Albuquerque, 2022. "Overall Satisfaction with the Emergency Remote Teaching during the COVID-19 Pandemic from the Perspective of Higher Education Students in Portugal ," GATR Journals jmmr299, Global Academy of Training and Research (GATR) Enterprise.
    • Handle: RePEc:gtr:gatrjs:jmmr299
    DOI: https://doi.org/10.35609/jmmr.2022.7.3(4)
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    References listed on IDEAS

    as
    1. Arfan Shahzad & Rohail Hassan & Adejare Yusuff Aremu & Arsalan Hussain & Rab Nawaz Lodhi, 2021. "Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 805-826, June.
    2. Corlane Barclay & Charlette Donalds & Kweku-Muata Osei-Bryson, 2018. "Investigating critical success factors in online learning environments in higher education systems in the Caribbean," Information Technology for Development, Taylor & Francis Journals, vol. 24(3), pages 582-611, July.
    3. Claudiu Coman & Laurențiu Gabriel Țîru & Luiza Meseșan-Schmitz & Carmen Stanciu & Maria Cristina Bularca, 2020. "Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective," Sustainability, MDPI, vol. 12(24), pages 1-24, December.
    4. M Paula Cacault & Christian Hildebrand & Jérémy Laurent-Lucchetti & Michele Pellizzari, 2021. "Distance Learning in Higher Education: Evidence from a Randomized Experiment [A Randomized Assessment of Online Learning]," Journal of the European Economic Association, European Economic Association, vol. 19(4), pages 2322-2372.
    5. Aucejo, Esteban M. & French, Jacob & Ugalde Araya, Maria Paola & Zafar, Basit, 2020. "The impact of COVID-19 on student experiences and expectations: Evidence from a survey," Journal of Public Economics, Elsevier, vol. 191(C).
    6. Susan W. Parker & Mary A. Hansen & Carianne Bernadowski, 2021. "COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning," Social Sciences, MDPI, vol. 10(2), pages 1-18, February.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    COVID-19; emergency remote teaching; higher education; technical infrastructures; students' perspective.;
    All these keywords.

    JEL classification:

    • I18 - Health, Education, and Welfare - - Health - - - Government Policy; Regulation; Public Health
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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