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Item type:Publication, Critical factors to approach the emergency online teaching due to the COVID-19(SAGE Publishing, 2021-12-31)This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Business school student satisfaction with emergency remote teaching(Asian Online Journal Publishing Group, 2021-01-01)This study analyzes Peruvian Business School students’ experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents – 25 satisfactory and 31 unsatisfactory – in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students’ experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Adapting the Technology Acceptance Model to Explore College Students' Intentions to Use Technology in Virtual Education(University of Barcelona, 2023-12-01)The use of technologies in educational contexts has been increasing due to the COVID-19 pandemic. However, the use of models that can explain a student's intention to use certain technologies has not been adequately researched, much less has it been possible to identify the validity of a model that maintained his factorial structure in different contexts. Therefore, this study seeks to adapt the technology acceptance model to Spanish, to be used with university students. Thus, a questionnaire was applied to 297 students belonging to a private university. The results indicate that the original factorial structure of the model is maintained when it is adapted to Spanish. Likewise, it was identified that there were no differences in the model according to the gender of the participant, which corroborates a factorial invariance of the model. Also, causal relationships within the model with the intention of using technologies are corroborated. We concluded that the technology acceptance model is maintained in a different context and can be used with university students to evaluate possible educational interventions in virtuality. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Adaptación del Modelo de Aceptación de Tecnologías para explorar las intenciones de uso en la educación virtual(University of Barcelona, 2023-12-29)El uso de tecnologías en contextos educativos ha ido aumentando debido a la pandemia por el COVID 19. Sin embargo, el uso de modelos que puedan estudiar cómo los estudiantes aceptan utilizar ciertas tecnologías no ha sido estudiado adecuadamente, y mucho menos se ha podido identificar la validez de los modelos en distintos contextos. Por ello, el presente estudio busca adaptar el modelo de aceptación de tecnologías al español, para ser utilizado con estudiantes universitarios. Para ello, se aplicó el cuestionario a 297 estudiantes pertenecientes a una universidad privada. Los resultados indican que la estructura factorial original del modelo se mantiene al adaptarse al español. Asimismo, se pudo identificar que no existían diferencias en el modelo según el género del participante, lo que corrobora una invarianza factorial del modelo. Por otro lado, se corroboran relaciones causales dentro del modelo con la intención de uso de tecnologías. Se concluye que el modelo de aceptación de tecnología se mantiene en un contexto distinto y puede ser utilizado con estudiantes universitarios para evaluar posibles intervenciones educativas en virtualidad. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Emotional Competencies of Higher Education Students in Virtual Modalities in the Post-Pandemic Period: A Systematic Review(National University, Costa Rica, 2025-09-01)Introduction. The development of emotional competencies (EC) in education is essential in the teaching-learning processes, and with greater emphasis in virtual environments, which gained greater prominence during the COVID-19 pandemic and have become permanently integrated into the current educational landscape. Academic publications examine this competence from multiple approaches, highlighting its relevance; however, the available studies remain insufficient, especially those focused on higher education. Objective. This systematic literature review seeks to analyze the scientific production on the EC of higher education students in virtual modalities in the post pandemic period. Methodology. A systematic review of studies published in 2022 and 2023 was conducted following the PRISMA protocol; twenty articles were selected from the Taylor & Francis Online database. Results. Asia accounts for 45% of the studies, representing the highest number of publications, whereas the absence of Latin American countries is notable. Ambiguity is evidenced in the theoretical positioning used to define the concepts, and a gap is observed in the theoretical-scientific foundation that allows for the differentiation between emotional intelligence and EC. Conclusions. Three categories associated with virtual education and EC were identified: (1) the relationship between academic engagement and emotional intelligence, (2) the importance of academic engagement linked to EC, and (3) the relevance of technological competencies and their relationship with EC. Recommendations. The study recommends increasing theoretical-conceptual and systematic review research focused on the development of EC within virtual education.1