Abstract:

With the arrival of the COVID-19 pandemic, the teaching service offered face to face had to be switched to a remote service by implementing Information and Communication Technologies (ICT); therefore, competencies for the management of different digital tools available in addition to pedagogical techniques had to be implemented in order to manage content of Educational Experiences (EE) through digital platforms. The Universidad Veracruzana (UV) has developed an institutional platform called EMINUS that was working before the arrival of the COVID-19 pandemic, however, not all teachers used it.

Objective:
This research seeks to determine the satisfaction degree of the students according to their perception regarding the service offered through EMINUS. The main reason to carry out this research is based on determining how effective the service offered is, with a view to a continuous improvement for the development of Educational Experiences, taking into account a hybrid design. We want to know how satisfied are the students who have recently been admitted to UV and who have not had contact with the university own platform by evaluating: Tangible Elements, Reliability, Response Capacity, Safety and Empathy offered through EMINUS by the teacher.

Development:
That this research is of quantitative approach, with non-experimental/transversal design, with a descriptive range. The universe is centered on the UV Accounting School, Veracruz Region, delimited to students who only took the EE of Digital Literacy with control numbers 89269 and 94055 from August 2020 through January 2021 (104 students enrolled). Taking into consideration a confidence level of 95%, with a P-value of .5 and an error margin of .05, our significant sample is equivalent to 82 students. We used an instrument divided into two sections; the first section determined the student's profile, while the second section evaluated the service offered through EMINUS with a Likert type measuring scale of 5 alternative responses.

Conclusions:
The results allowed us to determine despite the fact that the development of the contents of Educational Experiences were focused to a face-to-face environment, the students' satisfaction was positive and significant according to their perception based on the development of remote contents through EMINUS. As part of the conclusions, we determined that although the development of the contents of the EE was not focused for remote environments, it established a bond between the teacher and the students, presenting appropriate Tangible Elements, a very sharp Reliability, with relatively immediate Response Capacity, as well as a positive Empathy, without putting aside the Safety that EMINUS provided them in its first approach. It is important to reflect on the design of hybrid Educational Experiences, with didactic strategies that allow to integrate tecno-pedagogical resources and a relevant evaluation system allowing to be prepared for any event that could happen during the daily activities.

Keywords:

Teaching service, remote service, hybrid design, students, professor.