Determinantes de la calidad, la satisfacción y el aprendizaje percibido de la e-formación del profesorado universitario

  1. Víctor Abella García
  2. Vanesa Ausín Villaverde
  3. Vanesa Delgado Benito
  4. David Hortigüela Alcalá
  5. Hugo J. Solano
Revista mexicana de investigación educativa

ISSN: 1405-6666

Year of publication: 2018

Volume: 23

Issue: 78

Pages: 733-760

Type: Article

More publications in: Revista mexicana de investigación educativa


Cited by

  • Dialnet Metrics Cited by: 1 (25-02-2023)

SCImago Journal Rank

  • Year 2018
  • SJR Journal Impact: 0.237
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 729/1575


  • Social Sciences: B

Scopus CiteScore

  • Year 2018
  • CiteScore of the Journal : 0.5
  • Area: Education Percentile: 28


Abstract: The objective of this research was to determine the influence of pedagogical factors and instructional design, controlled by instructors, on the learning, satisfaction, and quality that participants perceive in electronic learning for training university professors. The participants were 109 university professors. The statistical analysis used partial least squares, PLS. The results showed that rigor and course content predicted satisfaction (R2 = .66) and quality (R2 = .55); while course content, course structure, rigor, teacher/student interaction, and interaction among professors had a significant positive impact on perceived learning (R2 = .70).

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