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    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.
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    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.
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    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.