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https://doi.org/10.24310/IJNE.9.2022.14678关键词:
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参考
Abbas, T. (2016). Social factors affecting students’ acceptance of e-learning environments in developing and developed countries. Journal of Hospitality and Tourism Technology, 7(2), 200–212. https://doi.org/10.1108/jhtt-11-2015-0042
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
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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Segovia-García, N. (2022). ????????????????. 國際新教育雜誌, (9), 189–205. https://doi.org/10.24310/IJNE.9.2022.14678
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