Contexto geográfico versus tecnología: una pugna que determina la satisfacción estudiantil con la educación virtual universitaria en Puno – Perú

Indira Gómez-Arteta; Fortunato Escobar-Mamani; Brisvani Bonifaz Valdez

doi:10.30827/relieve.v30i1.25133

Autores

Indira Gómez-Arteta National University of the Altiplano of Puno https://orcid.org/0000-0001-6489-2261
Fortunato Escobar-Mamani National University of the Altiplano of Puno https://orcid.org/0000-0002-3922-4621
Brisvani Bonifaz Valdez National University of the Altiplano of Puno https://orcid.org/0000-0002-9067-0731

DOI:

https://doi.org/10.30827/relieve.v30i1.25133

Palavras-chave:

Satisfação dos estudantes, qualidade do ensino, educação virtual, ensino universitário, tecnologia

Resumo

Nos últimos anos, o ensino universitário adaptou-se a diversas mudanças estruturais, metodológicas e atitudinais, em função do contexto geográfico em que se situam os agentes educativos, deixando incerta a satisfação dos estudantes com o serviço educativo. O objetivo do estudo foi identificar a satisfação dos estudantes com o ensino universitário virtual durante o ano de 2021, de acordo com o seu contexto geográfico. A investigação assumiu um design não experimental transversal, dentro da abordagem quantitativa, a partir do estudo de caso da Universidade Nacional del Altiplano de Puno - Peru, extraindo uma amostra probabilística aleatória simples de 2374 estudantes no semestre 2021-I. Para a recolha de dados, foi utilizado o Questionário de Satisfação de Estudantes com o Ensino Universitário Virtual, através do Google Forms. Os resultados mostram a existência de uma satisfação normal-regular (42%), com tendência para um nível satisfatório (27%); existindo maior satisfação na dimensão desempenho e atitude do professor (37% satisfeitos e muito satisfeitos) e menor satisfação na dimensão recursos tecnológicos utilizados (40% insatisfeitos e muito insatisfeitos), encontrando diferenças estatísticas significativas entre a satisfação com os recursos tecnológicos e o contexto geográfico, rural ou urbano (p<0,05), com um nível de significância de 95% e uma margem de erro de 0,05%. Conclui-se que a satisfação dos alunos com a educação virtual está relacionada com o contexto geográfico dos estudantes, encontrando maior insatisfação na zona rural, devido à insuficiência de recursos tecnológicos que dificultam a receção de um serviço de educação virtual de qualidade.

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Biografia do Autor

Indira Gómez-Arteta, National University of the Altiplano of Puno

Indira Iracema Gómez Arteta was born in the department of Puno in Peru. She has a degree in Education, specialising in Language, Literature, Psychology and Philosophy (National University of the Altiplano in Puno, Peru), also specialising in Higher Education and Andragogy (José Carlos Mariátegui University in Moquegua, Peru). She has a teaching degree in Education, with honours in Higher Education Teaching and has a PhD in Education (National University of the Altiplano in Puno, Peru). Currently, she exercises as a researching teacher in the Faculty of Education Sciences at the National University of the Altiplano in Puno, Peru.

Author contribution: IGA participated in the planning and execution of the project; as well as in data processing and writing of the article.

Conflict of interest statement: IGA state that they have no conflicts of interest in writing the present article.

Fortunato Escobar-Mamani, National University of the Altiplano of Puno

Fortunato Escobar Mamani was born in the district of Desaguadero, in the province of Chucuito, in the department of Puno in Peru. He is an economics engineer graduate of the National University of the Altiplano in Puno, Peru (UNA). He has a teaching degree from the Latin American Faculty of Social Sciences (FLACSO) based in the City of San José in Costa Rica. He is a Doctor of Science, Technology and the Environment, graduating from the National University of the Altiplano in Puno, Peru. Currently, he is a research professor in the Faculty of Economics Engineering at the National University of the Altiplano in Puno, Peru.

Author contribution: FEM participated in the planning and execution of the project; as well as in data processing and writing of the article.

Conflict of interest statement: FEM state that they have no conflicts of interest in writing the present article.

Brisvani Bonifaz Valdez, National University of the Altiplano of Puno

Brisvani Bonifaz Valdez was born in the department of Puno in Peru. She has a degree in Education, specialising in Physics-Mathematics (National University of the Altiplano in Puno, Peru), a teaching degree in Education with honours in Higher Education (San Agustin National University of Arequipa, Peru) and a PhD in Education (Peruvian Wings University, Peru). Currently, she is a lecturer in the Faculty of Education Sciences at the National University of the Altiplano in Puno, Peru.

Author contribution: BBV participated in the planning and execution of the project; as well as in data processing and writing of the article.

Conflict of interest statement: BBV state that they have no conflicts of interest in writing the present article.

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