Open AccessService quality for continuing higher education in online learning environments
Author(s) -
Jesús Enrique Quijano-Caicedo,
Sandra Patricia Rojas Berrío,
Oscar Robayo-Pinzón
Publication year - 2018
Publication title -
entramado
Language(s) - English
Resource type - Journals
eISSN - 2539-0279
pISSN - 1900-3803
DOI - 10.18041/1900-3803/entramado.2.4730
Subject(s) - quality (philosophy) , curriculum , scale (ratio) , continuing education , perspective (graphical) , service (business) , medical education , construct (python library) , perception , psychology , higher education , service quality , knowledge management , computer science , pedagogy , medicine , marketing , political science , business , philosophy , physics , epistemology , quantum mechanics , artificial intelligence , neuroscience , law , programming language
This paper aims to identify the factors that influence the perceived quality of service for continuing higher education in online learning environments. To that end, a quantitative descriptive study, which was applied to 4,735 students in continuing higher education courses, who were given a self-administered scale online. The instrument was constructed considering the following factors: teaching skills, teachers’ attitudes and behavior, administrative and support team, the navigation platform, curricula, and the organization of courses for continuing education. The results show that the scale of perceived service quality for continuing virtual education from the students’ perspective is a two-dimensional construct. The first factor includes administrative support, content, educational aspects, and the interface, which constitute virtual education facilitators. The second factor involves the teaching skills necessary to guide a online learning course. The findings contribute to decisions in the management and development of continuing online learning, whose growing demand warrants a review of ways to satisfy users, allowing the modality to be viewed with a more positive perception.