Estrategias de enseñanza docente en la satisfacción académica de los estudiantes universitarios

The current university scenario requires more planning and development of teaching strategies to achieve optimal learning and academic satisfaction. The aim of this article is to analyse the effect of teaching strategies through instrumental, affective-motivational and cognitive-metacognitive strategies on university student satisfaction in a synchronous virtual learning environment. The methodology of the study, follows the route of the quantitative approach, of explanatory scope, for which 469 surveys are conducted to undergraduate students. In addition, multiple linear regression is used to examine the data. The results show that all dimensions of teaching strategies have a direct positive relationship with academic satisfaction. However, the affective-motivational dimension has a higher incidence than the other strategies. Finally, it is concluded that teachers apply teaching strategies in a synchronous learning environment in a satisfactory way.