Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors

Edgar Efraín Obaco Soto; Fernando Lara Lara; Yullio  Cano de la Cruz; Gloria Raquel Ramírez Calderón

doi:10.30827/publicaciones.v53i1.27991

Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors

Edgar Efraín Obaco Soto, Fernando Lara Lara, Yullio Cano de la Cruz, Gloria Raquel Ramírez Calderón

PUCE Santo Domingo

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

This study addresses virtual education in the context of the pandemic, with the aim of analysing the opportunities, barriers and level of satisfaction of educational actors with this mode of study. The approach is quantitative descriptive with a non-experimental, cross-sectional design. Data were collected through a questionnaire and applied to 10 educational institutions. Quota sampling was carried out, with a sample of 410 subjects. The results showed that communication, teacher performance and the management of virtual learning environments are basic conditions for the implementation of virtual education; student-centred teaching, the likelihood of studying at any time and place, access to teaching aids and diverse methodologies were established as advantages. Disadvantages include access problems, poor internet connection, difficulties in assimilating change and the pace of work, lack of skills to manage virtual classrooms. The educational actors express a medium level of satisfaction with this mode of study, with significant differences between users and servers. It is concluded that virtual education presents a series of opportunities and barriers that condition the level of satisfaction.

Translated title of the contribution	Oportunidades y barreras de la educación virtual: condicionantes de la percepción del nivel de satisfacción de los actores educativos
Original language	English
Pages (from-to)	207-224
Number of pages	18
Journal	Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla
Volume	53
Issue number	1
DOIs	https://doi.org/10.30827/publicaciones.v53i1.27991 https://doi.org/10.30827/publicaciones.v53i1.27991
State	Published - 2023

Bibliographical note

Publisher Copyright:
© 2023 University of Granada. All rights reserved.

Funding

The publication of this work has been mainly funded by the project ICT innovation for the analysis of the training and satisfaction of students and graduates of early childhood and primary education and the assessment of their employers. A transnational perspective (INNOTEDUC), funded by the Andalusia ERDF Operational Programme 2014-2020 (R&D&I Projects). Consejería de Universidad, Investigación e Innovación de la Junta de Andalucía (Spain). Reference B-SEJ-554-UGR20 (2021-2023). It has also collaborated in the publication the project Evaluation of teacher education in Latin America and the Caribbean. Quality assurance of education degrees (ECAL-FOR). European Union’s Cooperation for Innovation and Exchange of Good Practices Programme (Erasmus+). Reference 618625-EPP-1-2020-1-ES-EPPKA2-CBHE-JP (2021-2024). The publication of this work has been mainly funded by the project ICT innovation for the analysis of the training and satisfaction of students and graduates of early childhood and primary education and the assessment of their employers. A transnational perspective (INNOTEDUC), funded by the Andalusia ERDF Operational Programme 2014-2020 (R&D&I Projects). Consejería de Universidad, Investigación e Innovación de la Junta de Andalucía (Spain). Reference B-SEJ-554-UGR20 (2021-2023).

Funders	Funder number
Consejería de Universidad, Investigación e Innovación de la Junta de Andalucía	B-SEJ-554-UGR20, 2021-2023
European Union’s Cooperation for Innovation and Exchange of Good Practices Programme	618625-EPP-1-2020-1-ES-EPPKA2-CBHE-JP, 2021-2024
INNOTEDUC
European Regional Development Fund

Keywords

education
learning
new technologies
satisfaction
teaching

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

Obaco Soto, E. E., Lara, F. L., Cano de la Cruz, Y., & Ramírez Calderón, G. R. (2023). Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors. Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, 53(1), 207-224. https://doi.org/10.30827/publicaciones.v53i1.27991, https://doi.org/10.30827/publicaciones.v53i1.27991

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abstract = "This study addresses virtual education in the context of the pandemic, with the aim of analysing the opportunities, barriers and level of satisfaction of educational actors with this mode of study. The approach is quantitative descriptive with a non-experimental, cross-sectional design. Data were collected through a questionnaire and applied to 10 educational institutions. Quota sampling was carried out, with a sample of 410 subjects. The results showed that communication, teacher performance and the management of virtual learning environments are basic conditions for the implementation of virtual education; student-centred teaching, the likelihood of studying at any time and place, access to teaching aids and diverse methodologies were established as advantages. Disadvantages include access problems, poor internet connection, difficulties in assimilating change and the pace of work, lack of skills to manage virtual classrooms. The educational actors express a medium level of satisfaction with this mode of study, with significant differences between users and servers. It is concluded that virtual education presents a series of opportunities and barriers that condition the level of satisfaction.",

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Obaco Soto, EE, Lara, FL, Cano de la Cruz, Y & Ramírez Calderón, GR 2023, 'Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors', Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, vol. 53, no. 1, pp. 207-224. https://doi.org/10.30827/publicaciones.v53i1.27991, https://doi.org/10.30827/publicaciones.v53i1.27991

Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors. / Obaco Soto, Edgar Efraín; Lara, Fernando Lara; Cano de la Cruz, Yullio et al.
In: Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, Vol. 53, No. 1, 2023, p. 207-224.

Research output: Contribution to journal › Article › peer-review

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AU - Cano de la Cruz, Yullio

AU - Ramírez Calderón, Gloria Raquel

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AB - This study addresses virtual education in the context of the pandemic, with the aim of analysing the opportunities, barriers and level of satisfaction of educational actors with this mode of study. The approach is quantitative descriptive with a non-experimental, cross-sectional design. Data were collected through a questionnaire and applied to 10 educational institutions. Quota sampling was carried out, with a sample of 410 subjects. The results showed that communication, teacher performance and the management of virtual learning environments are basic conditions for the implementation of virtual education; student-centred teaching, the likelihood of studying at any time and place, access to teaching aids and diverse methodologies were established as advantages. Disadvantages include access problems, poor internet connection, difficulties in assimilating change and the pace of work, lack of skills to manage virtual classrooms. The educational actors express a medium level of satisfaction with this mode of study, with significant differences between users and servers. It is concluded that virtual education presents a series of opportunities and barriers that condition the level of satisfaction.

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Obaco Soto EE, Lara FL, Cano de la Cruz Y, Ramírez Calderón GR. Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors. Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla. 2023;53(1):207-224. doi: 10.30827/publicaciones.v53i1.27991, 10.30827/publicaciones.v53i1.27991

Opportunities and barriers of virtual education: conditioning factors in the perception of the level of satisfaction of educational actors

Abstract

Bibliographical note

Funding

Keywords

UN SDGs

Access to Document

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Cite this