Emergency Remote Education: satisfaction and competences of teachers

Vásquez Astudillo, Mario; Morales Morgado, Erla Mariela; Morales Robles, Elva; Maciel, Cristiano; Paniago, Maria Cristina Lima

doi:10.1590/2175-6236110781vs02

Mario Vásquez Astudillo E-mail: mario.astudillo@ufsm.br

Universidade Federal de Santa Maria (UFSM), Santa Maria/RS – Brazil

Mario Vásquez Astudillo is a Doctor of Education. Foreign Visiting Professor in the Postgraduate Program in Education, Education Center, Universidade Federal de Santa Maria, Brazil. Leader of the Research Group on Education in Digital Culture and Training Networks GPKOSMOS (UFSM). Research collaborator at MITA, Salamanca, Spain.

http://orcid.org/0000-0003-3665-1123

Erla Mariela Morales Morgado E-mail: mario.astudillo@ufsm.br

Universidade de Salamanca (USAL), Salamanca – Spain

Erla Mariela Morales Morgado is Doctor in Education. Professor at the Faculty of Education at the Universidad de Salamanca, Spain. Leader of the Research Group on Multiculturality, Innovation and Applied Technologies (MITA).

http://orcid.org/0000-0001-5447-8251

Elva Morales Robles E-mail: elvamorales@usal.es

Universidade de Salamanca (USAL), Salamanca – Spain

Elva Morales Robles is Doctor in Sociology. Professor at the Department of Psychology at the Universidad de Atacama, Chile. Its research line is integration, education with a gender perspective.

http://orcid.org/0000-0001-8682-231X

Cristiano Maciel E-mail: crismac@gmail.com

Universidade Federal de Mato Grosso (UFMT), Cuiabá/MT – Brazil

Cristiano Maciel is Doctor in Computer Science, professor in the Institute of Computing, the Postgraduate Program in Education and the Postgraduate Program in Intellectual Property and Technology Transfer for Innovation (PROFNIT), researcher at the Laboratory of Interactive Virtual Environments (LAVI) and at the Laboratory of Studies on Information and Communication Technologies in Education (LêTECE) of the Universidade Federal de Mato Grosso, Brazil. Research collaborator in MITA, Salamanca, Spain.

http://orcid.org/0000-0002-2431-8457

Maria Cristina Lima Paniago E-mail: cristina@ucdb.br

Universidade Católica Dom Bosco (UCDB), Campo Grande/MS – Brazil

Maria Cristina Lima Paniago in Applied Linguistics and Language Studies. Professor of the Postgraduate Program in Master and Doctorate in Education at the Universidade Católica Dom Bosco (UCDB), Brazil. Leader Researcher at the Group of Research and Studies in Educational Technology and Distance Education (GETED). Productivity Researcher CNPq.

http://orcid.org/0000-0002-8631-4961

Mario Vásquez Astudillo is a Doctor of Education. Foreign Visiting Professor in the Postgraduate Program in Education, Education Center, Universidade Federal de Santa Maria, Brazil. Leader of the Research Group on Education in Digital Culture and Training Networks GPKOSMOS (UFSM). Research collaborator at MITA, Salamanca, Spain.

E-mail: mario.astudillo@ufsm.br

Erla Mariela Morales Morgado is Doctor in Education. Professor at the Faculty of Education at the Universidad de Salamanca, Spain. Leader of the Research Group on Multiculturality, Innovation and Applied Technologies (MITA).

E-mail: mario.astudillo@ufsm.br

Elva Morales Robles is Doctor in Sociology. Professor at the Department of Psychology at the Universidad de Atacama, Chile. Its research line is integration, education with a gender perspective.

E-mail: elvamorales@usal.es

Cristiano Maciel is Doctor in Computer Science, professor in the Institute of Computing, the Postgraduate Program in Education and the Postgraduate Program in Intellectual Property and Technology Transfer for Innovation (PROFNIT), researcher at the Laboratory of Interactive Virtual Environments (LAVI) and at the Laboratory of Studies on Information and Communication Technologies in Education (LêTECE) of the Universidade Federal de Mato Grosso, Brazil. Research collaborator in MITA, Salamanca, Spain.

E-mail: crismac@gmail.com

Maria Cristina Lima Paniago in Applied Linguistics and Language Studies. Professor of the Postgraduate Program in Master and Doctorate in Education at the Universidade Católica Dom Bosco (UCDB), Brazil. Leader Researcher at the Group of Research and Studies in Educational Technology and Distance Education (GETED). Productivity Researcher CNPq.

E-mail: cristina@ucdb.br

Editor in charge: Luís Armando Gandin

Dimensions	Variables
Sociodemographic features	Years of teaching experience; years of Internet use; type of establishment; country of residence
Satisfaction	Satisfaction with online work
Competences	Teachers have competences for the development of online classes
Training	Training received to take online classes
Training	Usefulness of the received training for conducting online classes
Institutional support and resources	Usefulness of the tools, platforms or software for developing online classes
Institutional support and resources	Institutional support: suggestions, materials or resources for good performance in online classes
Students’ perception	Students’ competences for online work
Students’ perception	Satisfaction of students’ response to online work
Need and effects of telework	The need to carry out ERE with students
	If the relationship with students has been affected
	If quality of teachers’ work has been affected
	If household dynamics have been affected

Years	Teaching		Internet
Years	n	%	n	%
	333	100	333	100
1 to 7	46	13,8	13	3,9
7 to 12	77	23,1	51	15,3
13 to 18	52	15,6	80	24,0
19 or more	158	47,5	189	56,7

	Brazil (N:145)	Chile (N:109)	Spain (N:32)	Mexico (N:24)	Other countries (N:23)	TOTAL
Very satisfied	24.1%	9.2%	9.4%	20.8%	4.3%	16.2%
Satisfied	2.8%	65.1%	71.9%	54.2%	21.7%	34.8%
Dissatisfied	58.6%	21.1%	12.5%	12.5%	39.1%	37.2%
Very dissatisfied	14.5%	4.6%	6.3%	12.5%	34.8%	11.7%
TOTAL	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%

	Years of teaching experience		Years of internet use		Type of establishment		Country
	X2	CV	X2	CV	X2	CV	X2	CV
Satisfaction with online work	0,010^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,198	0,058		0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,297	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,390
Competences for the development of online classes	0,463		0,668		0,411		0,011^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,161
Training received to take online classes	0,001^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,274	0,033	0,214	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,239	0,467
Usefulness of the received training for conducting online classes	0,476		0,003^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,235	0,002^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,226	0,018^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,189
Usefulness of tools, platforms or software for developing online classes	0,024^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,183	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,245	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,220	0,257
Institutional support	0,013^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,190	0,015^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,189	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,265	0,002^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,169
Students’ competences for online work	0,006^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,194	0,046^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,177	0,030^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,160	0,018^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,152
Satisfaction of students’ response to online work	0,138		0,767		0,006^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,166	0,012^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,154
Relationship with students has been affected	0,145		0,220		0,015^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,169	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,234
The need to carry out ERE with students	0,515		0,663		0,006^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,176	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,250
Quality of teachers’ work has been affected	0,066		0,616		0,001^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,202	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,251
Household dynamics have been affected	0,074		0,102		0,016^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,168	0,000^* *()** p value is less than 0.05; therefore, there is an association between the variables.	0,208

		1	2	3	4	5	6	7	8	9	10	11	12
		Satisfaction with online work	Competences for the development of online classes	Training received to take online classes	Usefulness of the training received for conducting online classes	Usefulness of tools, platforms or software for developing online classes	Institutional support	Students’ competences for online work	Satisfaction of students’ response to online work	Relationship with students has been affected	Need to carry out ERE with students	Quality of teachers’ work has been affected	Household dynamics have been affected
2	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables
2	CV	.180
3	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.013
3	CV	.325	.180
4	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.135	.000^* *()** p value less than 0.05 therefore there is an association between the variables
4	CV	.283		.448
5	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables
5	CV	.322	.192	.353	.448
6	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.221	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables
6	CV	.270		.314	.288	.253
7	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.006	.001^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables
7	CV	.272		.240	.237	.258	.238
8	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.014^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables
8	CV	.322	.000	.193	.227	.246	.212	.338
9	X2	.003^* *()** p value less than 0.05 therefore there is an association between the variables	.385	.059	.002^* *()** p value less than 0.05 therefore there is an association between the variables	.036	.110^* *()** p value less than 0.05 therefore there is an association between the variables	.003^* *()** p value less than 0.05 therefore there is an association between the variables	.098
9	CV	.206			.264	.175		.218
10	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.300	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.002^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.001^* *()** p value less than 0.05 therefore there is an association between the variables	.136	.331	.168
10	CV	.394		.275	.199	.191	.174
11	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.002^* *()** p value less than 0.05 therefore there is an association between the variables	.003^* *()** p value less than 0.05 therefore there is an association between the variables	.001^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.035^* *()** p value less than 0.05 therefore there is an association between the variables
11	CV	.456	.177	.219	.207	.247	.192	.212	.224	.426	.176
12	X2	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.368	.003^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.002^* *()** p value less than 0.05 therefore there is an association between the variables	.012^* *()** p value less than 0.05 therefore there is an association between the variables	.000^* *()** p value less than 0.05 therefore there is an association between the variables	.087	.000^* *()** p value less than 0.05 therefore there is an association between the variables
12	CV	.394		.218	.259	.191	.217	.167	.160	.344		.359

[1] Mario Vásquez Astudillo is a Doctor of Education. Foreign Visiting Professor in the Postgraduate Program in Education, Education Center, Universidade Federal de Santa Maria, Brazil. Leader of the Research Group on Education in Digital Culture and Training Networks GPKOSMOS (UFSM). Research collaborator at MITA, Salamanca, Spain.

Brasil

Brasil

Emergency Remote Education: satisfaction and competences of teachers

ABSTRACT