Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico
© 2024 The Authors..
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.
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2024 |
|---|---|
| Erschienen: |
2024 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:10 |
|---|---|
| Enthalten in: |
Heliyon - 10(2024), 6 vom: 30. März, Seite e27342 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Roque-Hernández, Ramón Ventura [VerfasserIn] |
|---|
| Links: |
|---|
| Themen: |
Instructor presence |
|---|
| Anmerkungen: |
Date Revised 20.03.2024 published: Electronic-eCollection Citation Status PubMed-not-MEDLINE |
|---|
| doi: |
10.1016/j.heliyon.2024.e27342 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
NLM369906365 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLM369906365 | ||
| 003 | DE-627 | ||
| 005 | 20240320235021.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 240319s2024 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1016/j.heliyon.2024.e27342 |2 doi | |
| 028 | 5 | 2 | |a pubmed24n1337.xml |
| 035 | |a (DE-627)NLM369906365 | ||
| 035 | |a (NLM)38500989 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Roque-Hernández, Ramón Ventura |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico |
| 264 | 1 | |c 2024 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ƒaComputermedien |b c |2 rdamedia | ||
| 338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a Date Revised 20.03.2024 | ||
| 500 | |a published: Electronic-eCollection | ||
| 500 | |a Citation Status PubMed-not-MEDLINE | ||
| 520 | |a © 2024 The Authors. | ||
| 520 | |a 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 | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Instructor presence | |
| 650 | 4 | |a Post-pandemic hybrid learning | |
| 650 | 4 | |a Student engagement | |
| 650 | 4 | |a Student satisfaction | |
| 650 | 4 | |a Technology-based teaching | |
| 700 | 1 | |a López-Mendoza, Adán |e verfasserin |4 aut | |
| 700 | 1 | |a Salazar-Hernandez, Rolando |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Heliyon |d 2015 |g 10(2024), 6 vom: 30. März, Seite e27342 |w (DE-627)NLM255913095 |x 2405-8440 |7 nnns |
| 773 | 1 | 8 | |g volume:10 |g year:2024 |g number:6 |g day:30 |g month:03 |g pages:e27342 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1016/j.heliyon.2024.e27342 |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_NLM | ||
| 951 | |a AR | ||
| 952 | |d 10 |j 2024 |e 6 |b 30 |c 03 |h e27342 | ||