Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

Abstract

At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency remote teaching (ERT) was made through virtual learning platforms and learning management system (LMS) schemes. Universidad del Valle de Mexico (UVM), in a collaboration agreement with Microsoft Co., chose to use Teams to continue its educational process. In this work, we intend to identify the factors that can be taken into account regarding the level of student satisfaction in the teaching–learning process in ERT using Teams, and validate the established educational strategy. Statistical analysis was carried out to analyze the academic environment for these scenario changes while considering knowledge assessment, and competencies achievement. A combined sampling method was applied with convenience and statistical analysis. The main results established significant percentages, where more than 60% of the students surveyed were manifested in the use of the teams and the organization of the class sessions by the teachers, and the activities developed. Using the Cronbach’s Alpha coefficient, the reliability of the data collection instruments was determined. The correlations of each of the survey questions were calculated to determine the relationship between themselves and the total answers, giving results similar to those obtained through data science tools. Taking advantage of the situation, data science tools were applied to compare the results with obtained values from RapidMiner software in the correlation of factors in of 0.440, 0.384, 0.246, 0.048 and 0.384.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

“…The biggest challenge of instruction during the COVID-19 pandemic [ 135 ], which “generated the largest disturbance of education systems in history” [ 136 ], is to stimulate the interest of teachers to continue teaching and learning in virtual environments [ 137 ]. However, little is known about how different facets of teachers’ motivations predict their behavioral changes regarding their continuance intention to use e-learning under the influences of negative affective responses such as burnout and technostress.…”

Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review

“…The pause in traditional learning approaches due to the COVID-19 pandemic requires educational institutions of all sizes to adopt eLearning as the only option for sustainable educational activities [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25]. However, the sudden advent of COVID-19 and associated containment measures adopted by governments across the world posed other peculiar challenges regarding the use of LMSs for eLearning [15,[19][20][21]25,26]. Apart from the common challenges associated with LMSs, some of these peculiar challenges are associated with the need to assess users' readiness, the need for an informed decision on the most preferred and appropriate LMS to be used, and the need for student/teacher training on the essential features of the preferred LMS.…”

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

“…This sudden global change in educational practice increased pressure on institutions in teaching to achieve quality learning outcomes for students (Rodriguez-Segura et al, 2020). In China, teachers had to deliver lectures from their homes with no proper technical guidance and online teaching infrastructure (Zhang et al, 2020).…”