Online Learning and Academic Satisfaction in College Students
DOI:
https://doi.org/10.5281/zenodo.14213469Keywords:
online learning, academic satisfaction, virtual education, virtual tutoring, virtual accompanimentAbstract
The transition from a face-to-face to a virtual educational model has posed new challenges, such as the use of technological resources, the effectiveness of academic mentoring and the adaptation of didactic strategies. The objective of this research was to identify the factors that influence the academic satisfaction of students in the Administration program at Universidad Nacional San Luis Gonzaga in the context of post-pandemic asynchronous learning. A quantitative study was conducted with a correlational approach and a sample of 618 students, who responded to a 23-question questionnaire designed to assess the key aspects of online learning and its impact on academic satisfaction. The results revealed a significant correlation between online learning and academic satisfaction, which validates the stated objectives. It was observed that the quality of the virtual platform, the design of learning resources and interaction with the teacher are critical factors that influence students' perception of satisfaction. These findings provide a framework for improving the implementation of online educational programs and highlight the need for adaptive strategies that respond to the new educational demands in the post-pandemic context.
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