Student perception of virtual educational quality according to SERVPERF in Economics, USAC.
DOI:
https://doi.org/10.70939/revistadiged.v2i2.45Keywords:
Educational quality, virtual environments, expectations, educational serviceAbstract
OBJECTIVE: To determine students' perceptions of the quality of educational services in virtual environments using the dimensions of the SERVPERF model at the School of Economics of the University of San Carlos de Guatemala. METHOD: To this end, a quantitative paradigm with a descriptive approach, exploratory scope, and a non-experimental cross-sectional design was adopted. A structured survey was administered to a purposive sample of 197 students, based on the SERVPERF model, which evaluates five key dimensions: reliability, responsiveness, security, empathy, and tangible aspects. RESULTS: The results reflect positive overall satisfaction, especially regarding the reliability and security of the platforms. However, opportunities for improvement were identified in the empathy dimension, particularly in the inclusion of students with special needs and in responsiveness, as evidenced by the limitations of technical support. CONCLUSION: Although students perceive the service as satisfactory, it is essential to strengthen pedagogical support and optimize digital tools to ensure a more inclusive and effective educational experience. Using the Servperf model allowed for more precise identification of strengths and areas for improvement, providing a solid foundation for improving virtual teaching.
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