Analysis of teacher support from the student's perception on the Blackboard platform: a case study
DOI:
https://doi.org/10.29105/vtga11.4-1148Keywords:
Educational platform, teacher accompaniment, student activitiesAbstract
Recent educational demands driven by technology seek to optimize the benefits of digitalization to enhance accessibility, personalization, collaboration and evaluation, emerging teaching 5.0, to create interactive, adaptive and student-centered educational experiences, developing skills required in the 21st century. This study analyzes the satisfaction of university students with the teaching accompaniment on the Blackboard platform. An information collection instrument was applied to 311 students aged 17 to 21 years distributed homogeneously by gender, from an institution in northern Mexico, the data were processed with SPSS 24 and SMART PLS. Quantitative method, descriptive design, cross-sectional design and a simple linear regression analysis were used. The results show that Pearson's correlation determination coefficient R² indicates that 74.5% of the teaching accompaniment is explained by the variability of the model, with a standardized coefficient β = 0.846 for the independent variable "Student Activities". The research hypothesis is accepted, with a critical value of T >1.96 and a P-Value <0.05, highlighting the importance of effective interaction in teacher accompaniment as a crucial factor for the success of online learning, its strengthening can significantly transform educational quality.
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Copyright (c) 2025 Victor Manuel Cárdenas-González, Alicia Celina-Leal, Gabriela Soledad Ulloa-Duque
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