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SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.
La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.
Assuntos
Humanos , Estudantes de Ciências da Saúde/psicologia , Educação a Distância , Histologia/educação , Satisfação Pessoal , Estudantes de Medicina/psicologia , Estudantes de Enfermagem/psicologia , Modelos Lineares , Inquéritos e Questionários , Desempenho Acadêmico , Ocupações em SaúdeRESUMO
This study has a quantitative cross-sectional design that aims to investigate the relationships between gender, age, status (migrant or Chilean-born), educational satisfaction, and overall life satisfaction among adolescent students in 7th and 8th grades of the Chilean educational system. The sample includes 406 students from four municipal public educational centers located in the Santiago district of the Metropolitan Region of Chile, with at least 20% migrant enrollment. The data were analyzed using quantitative methods using the R language, with descriptive analysis, cross-tabulation analysis, and independence tests. The packages used were: ggplot2, tidyverse and ggstatplot. The study found that age has an impact on the level of satisfaction with education and relationships formed with peers. Specifically, younger students expressed higher levels of satisfaction in these areas compared to older students. Moreover, foreign students showed a statistically significant difference in relation to age range, suggesting that as these students grow older, they tend to become less satisfied with the relationships they form with their classmates. In contrast, no statistically significant difference was found among Chilean students, indicating that the findings discussed here may not be generalizable to this specific population. The analysis also indicates a significant difference in the entire sample, suggesting a correlation between age range and level of satisfaction with schooling.
Assuntos
Satisfação Pessoal , Estudantes , Humanos , Chile , Adolescente , Feminino , Masculino , Estudantes/psicologia , Estudos Transversais , Fatores Etários , Instituições Acadêmicas , Fatores Sexuais , Migrantes/psicologiaRESUMO
Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.
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Student satisfaction is a crucial determinant of success in online education, but studies on satisfaction with virtual classes during the COVID-19 outbreak are still scarce. This research contributes empirical evidence regarding the determinants of overall satisfaction with online classes and academic performance through the domain satisfaction approach. Additionally, we introduce to the psychological literature the two-layer model, a well-known econometric methodology, to estimate the effect of domain satisfaction while controlling the impact of unobserved individual differences. Our analyses are based on a cross-sectional sample of n = 648 Chilean university students (53.4% female) surveyed at the end of the first academic semester of 2021, during the lockdown mandated by the Chilean government due to the COVID-19 pandemic. Results show that satisfaction with the support provided by the university, satisfaction with learning, and satisfaction with the perceived quality of the online classes significantly explain the 68% of the variance of satisfaction with the virtual classes experience. Furthermore, satisfaction with academic performance is significantly explained by satisfaction with grades, learning, and the perceived quality of the online classes (R2 = .65). We also explore heterogeneous effects, separating them by gender and geographic area, and find that domains that systematically impact students' satisfaction with online education are satisfaction with grades, learning, and the quality of classes.
RESUMO
OBJETIVO: evaluar la función de los docentes según su desempeño y la opinión de los estudiantes. MÉTODOS: se desarrolló un estudio descriptivo transversal en una muestra de 52 docentes y 210 alumnos escogidos por medio del muestro aleatorio estratificado. En la determinación del desempeño docente se aplicó una encuesta. En la evaluación de la satisfacción de estudiantes se empleó un cuestionario adaptación del propuesto por Camino 2001. RESULTADOS: 30,8 por ciento de los docentes del área básica han recibido cursos de capacitación docente y 17,3 por ciento de preclínica poseen Maestría en educación. En básica predominó el nivel de conocimiento regular para los conceptos de ejecución y evaluación y en preclínica el nivel de conocimiento en planificación, ejecución y evaluación fue bueno. La estrategia de enseñanza más empleada en básica fue la clase magistral y en preclínica los seminarios y mapas conceptuales. La necesidad de conocimiento principal manifestada en básica se refiere a evaluación, en preclínica a elementos de ejecución y estrategias. En la evaluación de la satisfacción de los estudiantes con la docencia recibida según la planificación, predominó en básica el grado de mediana satisfacción, en preclínica 51,7 por ciento de los estudiantes refirieron alta satisfacción. Sobre la ejecución y estrategias de enseñanza, en básica prevaleció el grado de mediana satisfacción, en preclínica un alto grado. De la evaluación, en ambas áreas resaltó el grado de mediana satisfacción. De la motivación al aprendizaje y amplitud de cobertura de expectativas hubo prevalencia del grado de mediana satisfacción en básica y en preclínica alta satisfacción. CONCLUSIONES: La función docente a partir de las estrategias referidas, radica en un patrón de transmisión de conocimientos y no en su producción, se descuida la mediación y motivación para la producción de conceptos principalmente en el área básica.
OBJECTIVE: to inquire into the training's need of students on some contents or educational tools to improve its performance. METHODS: authors made a cross-sectional and descriptive study in a cohort of 52 teachers and in 210 students selected by means of a stratified randomized sampling. In assessment of educational performance a survey was applied. In evaluation of student satisfaction we used an adaptation questionnaire of that proposed by Camino 2001. RESULTS: the 30,8 percent of professors from basic area had received training teaching courses and the 17,3 percent from pre-clinic had a Education Master's degree. In the basic area there was a predominance of regular knowledge level for carrying out and evaluation features, and in the pre-clinic area, the planning, carrying out and evaluation knowledge was good. The more used education strategy in the basic area was the masterly class, and in the pre-clinic one were the seminars and the conceptual maps. The need of main knowledge expressed in the basic area make reference to evaluation, in the pre-clinic one, to carrying out and strategies elements. In the evaluation of student satisfaction with the education received by planning, in the basic area predominated a medium degree, in pre-clinic one, the 51,7 percent of students made reference to a high level of satisfaction. About the teaching carrying out and the strategies in the basic one prevailing a medium degree of satisfaction, in the pre-clinic one there was a high level. About evaluation, in both areas there was a marked level of medium satisfaction. From motivation to learning and the expectation coverage in basic area a medium level of satisfaction prevailed, and in the pre-clinic one there was a high level of satisfaction. CONCLUSIONS: Teaching function from the mentioned strategies is based on a knowledge transmission pattern and not in its production. Mediation and motivation for features production mainly in the basic area are neglected.