Students' assessment of e-learning quality in Colombia
DOI:
https://doi.org/10.24310/IJNE.9.2022.14678Keywords:
Virtual universities, higher education, educational quality, Colombia, student satisfactionAbstract
The virtual modality is positioning itself as a useful and necessary educational alternative that contributes to democratising education and guaranteeing real opportunities of access to a large number of students. However, despite the advantages of the model, there is still a negative perception that questions its quality. The aim of this study is to deepen the knowledge of this modality based on the students' own assessment of the training process. To this end, a survey was applied to 476 undergraduate students in the virtual mode in Colombia, gathering information on the quality of the information received, the quality of the system and technological infrastructure, the service and the interactions carried out, and this information was processed to obtain indicators that allow us to find out which factors are affecting their satisfaction. The results obtained reveal that there are some factors that have a direct impact on the student's perception, especially the value given to the quality of interactions in terms of adequate accompaniment and teaching support. The results obtained corroborate the conclusions of previous studies, which show the need for adequate digital competences at both institutional and teaching level in order to offer an assertive and proactive educational response.
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References
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Aldholay, A., Isaac, O., Abdullah, Z., Abdulsalam, R., & Al-Shibami, A. H. (2018). An extension of Delone and McLean IS success model with self-efficacy. The International Journal of Information and Learning Technology, 35(4), 285–304. https://doi.org/10.1108/ijilt-11-2017-0116
Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Arias-Velandia, N., Guarnizo, J., Ortiz, D., Gómez, E., & Rojas, L. (2018). Comienzo de la educación superior virtual en Colombia: entre la concentración geográfica de respuestas institucionales y el cierre de brechas entre zonas rurales y urbanas. En N. Arias-Velandia (Ed.), Aportes a la investigación sobre educación superior virtual desde América Latina (pp. 55–72). https://cutt.ly/mmWyFTi
Asociación Española de Normalización y Certificación (2012). Norma UNE 66181:2012 Gestión de la calidad. Calidad de la Formación Virtual. Madrid: AENOR
Bailey, J E., y Pearson, SW. (1983). Development of a Tool for Measuring and Analyzing Computer User Satisfaction. Management Science, 29(5), 530–545. https://doi.org/10.1287/mnsc.29.5.530
Bardin, L. (1996) (2ªed). Análisis de contenido. Madrid: Akal.
Barraza, A., & Barraza, S. (2019). Procrastinación y estrés. Análisis de su relación en alumnos de educación media superior. CPU-e, Revista de Investigación Educativa, (28), 132–151. https://doi.org/10.25009/cpue.v0i28.2602
Bertaccini, B., Bacci, S., & Petrucci, A. (2021). A graduates ’ satisfaction index for the evaluation of the university overall quality. Socio-Economic Planning Sciences, 73, 100875. https://doi.org/10.1016/j.seps.2020.100875
Bigatel, PM., & Edel-Malizia, S. (2017). Using the “Indicators of Engaged Learning Online” Framework to Evaluate Online Course Quality. TechTrends, 62(1), 58–70. https://doi.org/10.1007/s11528-017-0239-4
Chu, T., & Chen, Y. (2016). With Good We Become Good: Understanding e-learning adoption by theory of planned behavior and group influences. Computers & Education, 92-93, 37–52. https://doi.org/10.1016/j.compedu.2015.09.013
Cidral, WA., Oliveira, T., di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290. https://doi.org/10.1016/j.compedu.2017.12.001
DeLone, William H., y McLean, Ephraim R. (1992). Information Systems Success: The Quest for the Dependent Variable. Information Systems Research, 3(1), 60–95. https://doi.org/10.1287/isre.3.1.60
DeLone, William H., y McLean, Ephraim R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30. https://doi.org/10.1080/07421222.2003.11045748
Díaz, PA., Andrade, Y., Hincapié, AM. & Uribe, AP. . (2021). Análisis del proceso metodológico en programas de educación superior en modalidad virtual. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.450711
Doll, WJ., & Torkzadeh, G. (1988). The Measurement of End-User Computing Satisfaction. MIS Quarterly, 12(2), 259. https://doi.org/10.2307/248851
Doll, WJ., Deng, X., Raghunathan, T., Torkzadeh, G., y Xia, W. (2004). The Meaning and Measurement of User Satisfaction: A Multigroup Invariance Analysis of the End-User Computing Satisfaction Instrument. Journal of Management Information Systems, 21(1), 227–262. https://doi.org/10.1080/07421222.2004.11045789
Eom, S. B., & Ashill, N. J. (2018). A System's View of E-Learning Success Model. Decision Sciences Journal of Innovative Education, 16(1), 42–76. https://doi.org/10.1111/dsji.12144
Fainholc, B. (2004). La calidad en la educación a distancia continúa siendo un tema muy complejo. RED. Revista de educación a distancia, 12. http://revistas.um.es/red/article/view/25311/24591
Ferreyra, M. M., Avitabile, C., Botero, J., Haimovich, F. y Urzúa, S. (2017). At a Crossroads: Higher Education in Latin America, Washington, Banco Internacional de Reconstrucción y Fomento/Banco Mundial. https://doi.org/10.1596/978-1-4648-1014-5
Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4), 437-456. https://doi.org/10.1080/15512169.2016.1155994
Gómez, J., León, E., Cubides, C., Rodriguez, A., Mahecha, J. y Rubiano, J. C. (2015), Plataforma de Aprendizaje y Cursos Masivos Abiertos en Línea de la Universidad Nacional de Colombia, Virtual Educa, pp. 1–21.
González-Perea, Lourdes (2019), Accesibilidad de los servicios y contenidos digitales en la universidad, en C. Vázquez (Ed.), ¿Avanzamos hacia universidades más inclusivas?: De la retórica a los hechos, Madrid, Dykinson, pp. 85–98. https://doi.org/10.2307/j.ctvr7f5rq
Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1–34. https://doi.org/10.1086/698895
Grau-Valldosera, J., Minguillón, J., & Blasco-Moreno, A. (2018). Returning after taking a break in online distance higher education: from intention to effective re-enrollment. Interactive Learning Environments, 27(3), 307–323. https://doi.org/10.1080/10494820.2018.1470986
Guzmán Rincón, A., Barragán, S., & Cala Vitery, F. (2021). Rurality and Dropout in Virtual Higher Education Programmes in Colombia. Sustainability, 13(9), 4953. https://doi.org/10.3390/su13094953
Guzmán, A., Valencia, L.I. Segovia-García, N. y Rodríguez-Cánovas, B. (2020). Abandono estudiantil en educación superior y su relación con la comunicación en programas de modalidad virtual: Colombia. En La Comunicación Especializada Del Siglo XXI; (pp. 939–957). McGraw-Hill Interamericana de España.
Hasan, R., Palaniappan, S., Mahmood, S., Shah, B., Abbas, A. & Sarker, K. (2019), Enhancing the Teaching and Learning Process Using Video Streaming Servers and Forecasting Techniques, Sustainability, 11(7), 2049. https://doi.org/10.3390/su11072049
Jacob, W. J., & Gokbel, V. (2018). Global higher education learning outcomes and financial trends: Comparative and innovative approaches. International Journal of Educational Development, 58, 5–17. https://doi.org/10.1016/j.ijedudev.2017.03.001
Kasiri, L. A., Guan, K. T., Sambasivan, M., & Sidin, S. M. (2017). Integration of standardization and customization: Impact on service quality, customer satisfaction, and loyalty. Journal of Retailing and Consumer Services, 35, 91–97. https://doi.org/10.1016/j.jretconser.2016.11.007
Kennan, S., Bigatel, P., Stockdale, S., & Hoewe, J. (2018). The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1086
Lee, J., Song, H., y Hong, A. (2019). Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning. Sustainability, 11(4), 985. https://doi.org/10.3390/su11040985
Llorent-Bedmar, V., y Cobano-Delgado, V.C. (2019). Análisis crítico de las encuestas universitarias de satisfacción docente. Revista de educación, 385, 91-117
Marciniak, R., y Gairín Sallán, J. (2018). Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 217. https://doi.org/10.5944/ried.21.1.16182
Ministerio de Educación Nacional (2021). Plan Estratégico Institucional 2019-2022. https://cutt.ly/TzPULo0
Mustafá, S., Kar, A., & Janssen, M. (2020). Understanding the impact of digital service failure on users: Integrating Tan’s failure and DeLone and McLean’s success model. International Journal of Information Management, 53, 102119. https://doi.org/10.1016/j.ijinfomgt.2020.102119
Orellana, D., Segovia-García, N. y Rodríguez-Cánovas, B. (2020). El abandono estudiantil en programas de educación superior virtual: revisión de literatura. Revista de la educación superior, 194(49), 47-64. https://doi.org/10.36857/resu.2020.194.1124
Organización para la Cooperación y el Desarrollo Económico. (2019). Trends Shaping Education 2019. https://doi.org/10.1787/trends_edu-2019-en
Purarjomandlangrudi, A., Chen, D., & Nguyen, A. (2016). Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-art. Informatics in Education, 15(2), 269–286. https://doi.org/10.15388/infedu.2016.14
Restrepo, C., Moncada, J., & Parra, J. (2016). Valoración de la influencia de la geografía en el desempeño económico de los municipios colombianos. Revista Contexto, 43. https://ssrn.com/abstract=2731693
Said-Hung, E., Valencia, J. y Cancino, A. (2019). Conocimiento y uso del open data en Colombia. Andamios Revista de Investigación Social, 16(39), 329. https://doi.org/10.29092/uacm.v16i39.686
Salam, M., & Farooq, M. S. (2020). Does sociability quality of web-based collaborative learning information system influence students’ satisfaction and system usage? International Journal of Educational Technology in Higher Education, 17(1), 1–39. https://doi.org/10.1186/s41239-020-00189-z
Segovia-García, N. y Said-Hung, E.M. (2021). Factores de satisfacción de los alumnos en e-learning en Colombia. Revista Mexicana de Investigación Educativa, 26(89), 595-621. https://cutt.ly/LbUPghi
Segovia-García, N., Said-Hung, E., & García Aguilera, F. J. (2022). Educación superior virtual en Colombia: factores asociados al abandono. Educación XX1, 25(1), 197–218. https://doi.org/10.5944/eduxx1.30455
Sistema para la Prevención y Análisis de la Deserción en las Instituciones de Educación Superior (s.f.). Deserción anual por programa y metodología [Conjunto de datos]. https://spadies3.mineducacion.gov.co/
Suleri, J. (2020). Learners’ experience and expectations during and post COVID-19 in higher education. Research in Hospitality Management, 10(2), 91–96. https://doi.org/10.1080/22243534.2020.1869463
Szymkowiak, A., Melovi?, B., Dabi?, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Torres Martín, C., Acal, C., El Homrani, M., & Mingorance Estrada, Á. (2021). Impact on the Virtual Learning Environment Due to COVID-19. Sustainability, 13(2), 582. https://doi.org/10.3390/su13020582
UNESCO. (2020). Enrolment in tertiary education, ISCED 7 programmes, both sexes (number) | Data Catalog [Conjunto de datos]. https://cutt.ly/QmWin4b
Watts, J. (2019). Assessing an Online Student Orientation: Impacts on Retention, Satisfaction, and Student Learning. Technical Communication Quarterly, 28(3), 254–270. https://doi.org/10.1080/10572252.2019.1607905
Al-Azawei, Ahmed, Parslow, Patrick & Lundqvist, Karsten (2017), The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model. International Review Of Research In Open And Distributed Learning, 18 (8), pp. 54–87. https://cutt.ly/dy9Hz1w
Aldholay, A., Isaac, O., Abdullah, Z., Abdulsalam, R., & Al-Shibami, A. H. (2018). An extension of Delone and McLean IS success model with self-efficacy. The International Journal of Information and Learning Technology, 35(4), 285–304. https://doi.org/10.1108/ijilt-11-2017-0116
Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Arias-Velandia, N., Guarnizo, J., Ortiz, D., Gómez, E., & Rojas, L. (2018). Comienzo de la educación superior virtual en Colombia: entre la concentración geográfica de respuestas institucionales y el cierre de brechas entre zonas rurales y urbanas. En N. Arias-Velandia (Ed.), Aportes a la investigación sobre educación superior virtual desde América Latina (pp. 55–72). https://cutt.ly/mmWyFTi
Asociación Española de Normalización y Certificación (2012). Norma UNE 66181:2012 Gestión de la calidad. Calidad de la Formación Virtual. Madrid: AENOR
Bailey, J E., y Pearson, SW. (1983). Development of a Tool for Measuring and Analyzing Computer User Satisfaction. Management Science, 29(5), 530–545. https://doi.org/10.1287/mnsc.29.5.530
Bardin, L. (1996) (2ªed). Análisis de contenido. Madrid: Akal.
Barraza, A., & Barraza, S. (2019). Procrastinación y estrés. Análisis de su relación en alumnos de educación media superior. CPU-e, Revista de Investigación Educativa, (28), 132–151. https://doi.org/10.25009/cpue.v0i28.2602
Bertaccini, B., Bacci, S., & Petrucci, A. (2021). A graduates ’ satisfaction index for the evaluation of the university overall quality. Socio-Economic Planning Sciences, 73, 100875. https://doi.org/10.1016/j.seps.2020.100875
Bigatel, PM., & Edel-Malizia, S. (2017). Using the “Indicators of Engaged Learning Online” Framework to Evaluate Online Course Quality. TechTrends, 62(1), 58–70. https://doi.org/10.1007/s11528-017-0239-4
Chu, T., & Chen, Y. (2016). With Good We Become Good: Understanding e-learning adoption by theory of planned behavior and group influences. Computers & Education, 92-93, 37–52. https://doi.org/10.1016/j.compedu.2015.09.013
Cidral, WA., Oliveira, T., di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290. https://doi.org/10.1016/j.compedu.2017.12.001
DeLone, William H., y McLean, Ephraim R. (1992). Information Systems Success: The Quest for the Dependent Variable. Information Systems Research, 3(1), 60–95. https://doi.org/10.1287/isre.3.1.60
DeLone, William H., y McLean, Ephraim R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30. https://doi.org/10.1080/07421222.2003.11045748
Díaz, PA., Andrade, Y., Hincapié, AM. & Uribe, AP. . (2021). Análisis del proceso metodológico en programas de educación superior en modalidad virtual. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.450711
Doll, WJ., & Torkzadeh, G. (1988). The Measurement of End-User Computing Satisfaction. MIS Quarterly, 12(2), 259. https://doi.org/10.2307/248851
Doll, WJ., Deng, X., Raghunathan, T., Torkzadeh, G., y Xia, W. (2004). The Meaning and Measurement of User Satisfaction: A Multigroup Invariance Analysis of the End-User Computing Satisfaction Instrument. Journal of Management Information Systems, 21(1), 227–262. https://doi.org/10.1080/07421222.2004.11045789
Eom, S. B., & Ashill, N. J. (2018). A System's View of E-Learning Success Model. Decision Sciences Journal of Innovative Education, 16(1), 42–76. https://doi.org/10.1111/dsji.12144
Fainholc, B. (2004). La calidad en la educación a distancia continúa siendo un tema muy complejo. RED. Revista de educación a distancia, 12. http://revistas.um.es/red/article/view/25311/24591
Ferreyra, M. M., Avitabile, C., Botero, J., Haimovich, F. y Urzúa, S. (2017). At a Crossroads: Higher Education in Latin America, Washington, Banco Internacional de Reconstrucción y Fomento/Banco Mundial. https://doi.org/10.1596/978-1-4648-1014-5
Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4), 437-456. https://doi.org/10.1080/15512169.2016.1155994
Gómez, J., León, E., Cubides, C., Rodriguez, A., Mahecha, J. y Rubiano, J. C. (2015), Plataforma de Aprendizaje y Cursos Masivos Abiertos en Línea de la Universidad Nacional de Colombia, Virtual Educa, pp. 1–21.
González-Perea, Lourdes (2019), Accesibilidad de los servicios y contenidos digitales en la universidad, en C. Vázquez (Ed.), ¿Avanzamos hacia universidades más inclusivas?: De la retórica a los hechos, Madrid, Dykinson, pp. 85–98. https://doi.org/10.2307/j.ctvr7f5rq
Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1–34. https://doi.org/10.1086/698895
Grau-Valldosera, J., Minguillón, J., & Blasco-Moreno, A. (2018). Returning after taking a break in online distance higher education: from intention to effective re-enrollment. Interactive Learning Environments, 27(3), 307–323. https://doi.org/10.1080/10494820.2018.1470986
Guzmán Rincón, A., Barragán, S., & Cala Vitery, F. (2021). Rurality and Dropout in Virtual Higher Education Programmes in Colombia. Sustainability, 13(9), 4953. https://doi.org/10.3390/su13094953
Guzmán, A., Valencia, L.I. Segovia-García, N. y Rodríguez-Cánovas, B. (2020). Abandono estudiantil en educación superior y su relación con la comunicación en programas de modalidad virtual: Colombia. En La Comunicación Especializada Del Siglo XXI; (pp. 939–957). McGraw-Hill Interamericana de España.
Hasan, R., Palaniappan, S., Mahmood, S., Shah, B., Abbas, A. & Sarker, K. (2019), Enhancing the Teaching and Learning Process Using Video Streaming Servers and Forecasting Techniques, Sustainability, 11(7), 2049. https://doi.org/10.3390/su11072049
Jacob, W. J., & Gokbel, V. (2018). Global higher education learning outcomes and financial trends: Comparative and innovative approaches. International Journal of Educational Development, 58, 5–17. https://doi.org/10.1016/j.ijedudev.2017.03.001
Kasiri, L. A., Guan, K. T., Sambasivan, M., & Sidin, S. M. (2017). Integration of standardization and customization: Impact on service quality, customer satisfaction, and loyalty. Journal of Retailing and Consumer Services, 35, 91–97. https://doi.org/10.1016/j.jretconser.2016.11.007
Kennan, S., Bigatel, P., Stockdale, S., & Hoewe, J. (2018). The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1086
Lee, J., Song, H., y Hong, A. (2019). Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning. Sustainability, 11(4), 985. https://doi.org/10.3390/su11040985
Llorent-Bedmar, V., y Cobano-Delgado, V.C. (2019). Análisis crítico de las encuestas universitarias de satisfacción docente. Revista de educación, 385, 91-117
Marciniak, R., y Gairín Sallán, J. (2018). Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 217. https://doi.org/10.5944/ried.21.1.16182
Ministerio de Educación Nacional (2021). Plan Estratégico Institucional 2019-2022. https://cutt.ly/TzPULo0
Mustafá, S., Kar, A., & Janssen, M. (2020). Understanding the impact of digital service failure on users: Integrating Tan’s failure and DeLone and McLean’s success model. International Journal of Information Management, 53, 102119. https://doi.org/10.1016/j.ijinfomgt.2020.102119
Orellana, D., Segovia-García, N. y Rodríguez-Cánovas, B. (2020). El abandono estudiantil en programas de educación superior virtual: revisión de literatura. Revista de la educación superior, 194(49), 47-64. https://doi.org/10.36857/resu.2020.194.1124
Organización para la Cooperación y el Desarrollo Económico. (2019). Trends Shaping Education 2019. https://doi.org/10.1787/trends_edu-2019-en
Purarjomandlangrudi, A., Chen, D., & Nguyen, A. (2016). Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-art. Informatics in Education, 15(2), 269–286. https://doi.org/10.15388/infedu.2016.14
Restrepo, C., Moncada, J., & Parra, J. (2016). Valoración de la influencia de la geografía en el desempeño económico de los municipios colombianos. Revista Contexto, 43. https://ssrn.com/abstract=2731693
Said-Hung, E., Valencia, J. y Cancino, A. (2019). Conocimiento y uso del open data en Colombia. Andamios Revista de Investigación Social, 16(39), 329. https://doi.org/10.29092/uacm.v16i39.686
Salam, M., & Farooq, M. S. (2020). Does sociability quality of web-based collaborative learning information system influence students’ satisfaction and system usage? International Journal of Educational Technology in Higher Education, 17(1), 1–39. https://doi.org/10.1186/s41239-020-00189-z
Segovia-García, N. y Said-Hung, E.M. (2021). Factores de satisfacción de los alumnos en e-learning en Colombia. Revista Mexicana de Investigación Educativa, 26(89), 595-621. https://cutt.ly/LbUPghi
Segovia-García, N., Said-Hung, E., & García Aguilera, F. J. (2022). Educación superior virtual en Colombia: factores asociados al abandono. Educación XX1, 25(1), 197–218. https://doi.org/10.5944/eduxx1.30455
Sistema para la Prevención y Análisis de la Deserción en las Instituciones de Educación Superior (s.f.). Deserción anual por programa y metodología [Conjunto de datos]. https://spadies3.mineducacion.gov.co/
Suleri, J. (2020). Learners’ experience and expectations during and post COVID-19 in higher education. Research in Hospitality Management, 10(2), 91–96. https://doi.org/10.1080/22243534.2020.1869463
Szymkowiak, A., Melovi?, B., Dabi?, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Torres Martín, C., Acal, C., El Homrani, M., & Mingorance Estrada, Á. (2021). Impact on the Virtual Learning Environment Due to COVID-19. Sustainability, 13(2), 582. https://doi.org/10.3390/su13020582
UNESCO. (2020). Enrolment in tertiary education, ISCED 7 programmes, both sexes (number) | Data Catalog [Conjunto de datos]. https://cutt.ly/QmWin4b
Watts, J. (2019). Assessing an Online Student Orientation: Impacts on Retention, Satisfaction, and Student Learning. Technical Communication Quarterly, 28(3), 254–270. https://doi.org/10.1080/10572252.2019.1607905
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2022-06-28
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Segovia-García, N. (2022). Students’ assessment of e-learning quality in Colombia. International Journal of New Education, (9), 189–205. https://doi.org/10.24310/IJNE.9.2022.14678
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