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

Author

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  • Leticia Rodriguez-Segura

    (National Directorate of Innovation and Educational Research, Universidad del Valle de Mexico, San Juan de Dios 6, Coapa, Ex de San Juan de Dios, Tlalpan, Ciudad de Mexico 14370, CDMX, Mexico
    All authors contributed equally to this work.)

  • Marco Antonio Zamora-Antuñano

    (Engineering Area of Universidad del Valle de Mexico, Campus Querétaro and Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Naranjos Punta Juriquilla 1000, Santa Rosa Jauregui, Santiago de Querétaro 76230, Mexico
    All authors contributed equally to this work.)

  • Juvenal Rodriguez-Resendiz

    (Facultad de Ingeniería, Universidad Autónoma de Querétaro, Querétaro 76010, Mexico
    All authors contributed equally to this work.)

  • Wilfrido J. Paredes-García

    (Facultad de Ingeniería, Universidad Autónoma de Querétaro, Querétaro 76010, Mexico
    All authors contributed equally to this work.)

  • José Antonio Altamirano-Corro

    (Engineering Area of Universidad del Valle de Mexico, Campus Querétaro and Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Naranjos Punta Juriquilla 1000, Santa Rosa Jauregui, Santiago de Querétaro 76230, Mexico
    All authors contributed equally to this work.)

  • Miguel Ángel Cruz-Pérez

    (Engineering Area of Universidad del Valle de Mexico, Campus Querétaro and Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Naranjos Punta Juriquilla 1000, Santa Rosa Jauregui, Santiago de Querétaro 76230, Mexico
    All authors contributed equally to this work.)

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.

Suggested Citation

  • Leticia Rodriguez-Segura & Marco Antonio Zamora-Antuñano & Juvenal Rodriguez-Resendiz & Wilfrido J. Paredes-García & José Antonio Altamirano-Corro & Miguel Ángel Cruz-Pérez, 2020. "Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach," Sustainability, MDPI, vol. 12(18), pages 1-29, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7514-:d:412405
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    Cited by:

    1. Marco Antonio Zamora-Antuñano & Juvenal Rodríguez-Reséndiz & Leticia Rodriguez Segura & Miguel Ángel Cruz Pérez & José Antonio Altamirano Corro & Wilfrido J. Paredes-Garcia & Hugo Rodríguez-Reséndiz, 2021. "Analysis of Emergency Remote Education in COVID-19 Crisis Focused on the Perception of the Teachers," Sustainability, MDPI, vol. 13(7), pages 1-19, March.
    2. Nadire Cavus & Abdullahi S. Sani & Yusuf Haruna & Abdulmalik A. Lawan, 2021. "Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review," Sustainability, MDPI, vol. 13(2), pages 1-18, January.
    3. Shamsudin Othman & Rosmaria Omar & Azhar Md Sabil, 2021. "Pandemic Covid-19: Impact to Malay Language Learning among the Students in Public Universities," International Journal of Human Resource Studies, Macrothink Institute, vol. 11(4S), pages 205224-2052, December.
    4. Maja Batez, 2021. "ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(4), pages 1-13, February.
    5. Maura A. E. Pilotti & Runna Al Ghazo, 2020. "Sustainable Education Starts in the Classroom," Sustainability, MDPI, vol. 12(22), pages 1-13, November.

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