Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico

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AudienciaPúblico en generales_ES
CoberturaMéxicoes_ES
Fecha de ingreso2026-10-05T16:32:03Z
Fecha de publicación2024-01-01
ResumenInteractive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post -pandemic era.es_ES
Doihttps://doi.org/10.1016/j.heliyon.2024.e27342es_ES
URIhttps://riuat.uat.edu.mx/handle/123456789/3906
Idiomaenes_ES
EditorialCELL PRESSes_ES
RelaciónHeliyones_ES
URL relacionadohttps://doi.org/10.1016/j.heliyon.2024.e27342es_ES
DerechosAcceso abierto (Metadatos de producción científica)es_ES
Licenciahttp://purl.org/coar/access_right/c_abf2es_ES
FuenteHeliyon
Palabra claveTechnology-based teachinges_ES
Palabra clavePost-pandemic hybrid learninges_ES
Palabra claveInstructor presencees_ES
Palabra claveStudent engagementes_ES
Palabra claveStudent satisfactiones_ES
TítuloPerceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexicoes_ES
TipoArtículoes_ES
ArbitradoHa sido Arbitradoes_ES
AutorRoque-Hernandez, Ramon Ventura
AutorLopez-Mendoza, Adan
AutorSalazar-Hernandez, Rolando
AutorRoque-Hernandez, Ramon Venturaes_ES
AutorLopez-Mendoza, Adanes_ES
AutorSalazar-Hernandez, Rolandoes_ES
InstituciónUniversidad Autónoma de Tamaulipas
InstituciónUniversidad Autónoma de Tamaulipases_ES
Número6es_ES
URL relacionadahttps://doi.org/10.1016/j.heliyon.2024.e27342
Tipo de artículoIndexado
Tipo de artículoIndexadoes_ES
Volumen10es_ES

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