Perception of the quality of remote lessons in the time of COVID-19: A comparative study in Latin America quality of remote lessons in the context of COVID-19

Abstract

This research examines the perception of undergraduate students of public and private universities in Latin America on the quality of the lessons that applied the emergency remote teaching (ERT) in the time of COVID-19. This study employs a mixed sequential approach, starting with six focal groups, and finishing with a quantitative validation exercise that uses exploratory and confirmatory factor analysis as well as regression models. Findings reveal that student perception is elicited along three dimensions: concerns related to academic quality, teaching strategies applied by professors, and access limitations. Moderation analysis shows that the relationship between teaching strategies and the concerns related to academic quality varies and that it even gets stronger when access limitations are reduced. Consequently, perception is limited by student access to maintain the teaching–learning process.