Abstract:

Introduction: For higher education institutions, student satisfaction is understood as the cognitive and emotional perception that students have of their academic process. The Universidad Santo Tomas ensures the integral formation of its students and through the Department of Humanities and Integral Training - DHIF, offering by the Institutional Optional Class - IOC, from a humanistic perspective and focusing on the development of the dimensions of students' personal lives. Objective: To identify the satisfaction of students with IOC in Fitness of the DHIF of the Universidad Santo Tomás – Bogotá, as part of the integral formation of students. Theoretical framework: Student satisfaction, at the university level, is considered a subjective indicator of academic expectations, needs and achievements. In this sense, the satisfaction of students with a class is associated with the products, services and educational quality offered by the institution. For Álvarez et al. (2014) and Sánchez (2018), measuring student satisfaction makes sense when it is accompanied by actions to improve innovation, as well as to increase the strengths and overcome the weaknesses of a program. Moreover Blázquez et al. (2013), indicate that teaching and academic reputation are the most influential academic variables and sports activities and international programs are the social aspects with the greatest impact on this satisfaction. Methodology: Quantitative descriptive cross-sectional study. Participants: The sample was N=69 students aged 24,5±5,5 years, with validation of 95% of the students tested (p<0.05) in the IOC in Fitness at DHIF in the first semester of 2019. Instruments and Procedure: A self-administered questionnaire, it was designed of Likert Scale that includes 28 questions divided into four analysis criteria about Student Satisfaction variables: Syllabus (S), Interest and Experience (IE), Teaching Interaction (TI) and Virtual Component (VC). Results: The sample presents for S that for 68% (n=47) the syllabus of the class is well defined and the relationship between theory and practice is adequate. On the other hand, 54% (n=37) report that the evaluation criteria are not clearly defined and 57% (n=39) manifest that the recommended bibliography is not easily accessible. For IE, 88% (n=61) of students inform that the level of interest in the subject increased after completing the course and 68% (n=47) say that the subject met their expectations and helped them complete their vocational training. For TI 90% (n=62) of students recognize that IOC teachers in the academic field have the ability to plan, develop, evaluate and provide feedback to the academic process. Finally, for VC, 59% (n=41) consider that virtual work is useful and reflects important aspects for their formation; 52% (n=36) presented difficulties in carrying out the programmed activities and 58% (n=40) believes that the organization of materials and resources in the virtual component is not adequate. Conclusions: The results show that the student satisfaction towards the IOC in Fitness is favorable. However, to overcome the weaknesses of the syllabus, it is necessary to develop new pedagogical strategies for the virtual learning environment focused on the presentation of information with a graphical and intuitive interface, the creation of easily accessible learning and bibliographic materials and evaluation from activities that promote exchange and interaction among students.

Keywords:

Integral Formation, Fitness, Student Satisfaction.