United Academic Journals (UA Journals)

The objective of this research was to identify the predictors of relevance and interpretation in online learning environments using the COLLES questionnaire. The study employed a quantitative, non-experimental, cross-sectional design with 101 psychology students from a private university in Peru. Data were collected via the COLLES questionnaire administered through the Moodle LMS, evaluating six factors: Relevance, Reflective Thinking, Interactivity, Tutor Support, Affective Support, and Interpretation. Path coefficients and statistical analyses revealed that Affective Sup-port and Tutor Support significantly predicted both Relevance and Interpretation (p < 0.05). Reflective Thinking also positively influenced Relevance (p = 0.010), while Interactivity did not show significant effects on either variable. The key conclusion is that emotional and tutor support greatly enhance students' perceptions of course relevance and comprehension. Future research should aim to improve the quality of student interactions and explore advanced technologies like artificial intelligence to further personalize student support in online learning environments, thereby optimizing educational experiences.

Palabras Clave/Keywords

Palabras Clave / Keywords

Relevance, Reflective Thinking, Interactivity, Tutor Support, Affective Support, Interpretation, COLLES.

Referencias/References

Referencias / References

1. Aguilar, O.G., Martinez Delgado, M., Quispe, F.P.: Collaborative learning and its relationship with the classmates affective support with the COLLES questionnaire application. Proceedings of the 15th Latin American Conference on Learning Technologies, LACLO 2020 (2020). doi:http://doi.org/10.1109/LACLO50806.2020.9381176

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Cómo citar/How to cite

Cómo citar / How to cite

Chicana-Huanca, S., Ticona-Apaza, T., Quispe-Quispe, L. G, Ticona-Apaza, T., Delgado-Delgado, F., y Gutierrez-Aguilar, O. (2024). Predictors of Relevance and Interpretation: Application of the COLLES questionnaire in university students. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos desde los campus virtuales (pp. 87-92). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000027.015