Student satisfaction in virtual university education: A systematic literature review

Virtual university studies have experienced a notable increase and, in line with this, scientific publications about student satisfaction in virtual university education have multiplied. Therefore, this research sought to characterize the scientific production in Scopus about student satisfaction in virtual university education. A documentary inquiry was carried out, with a systematic literature review design, in the Scopus database through four phases: Identification, screening, eligibility and inclusion. This process was carried out independently by the researchers, following the PRISMA Declaration criteria. Finally, 50 works that met the established eligibility criteria were included, most of them with a quantitative approach. Among the findings, it is highlighted that 84% of the studies report some degree of student satisfaction. The most important factors associated with this satisfaction include self-efficacy in virtual education; social and cognitive presence of the teacher; content and design of the virtual course; and quality of the learning platform used. It is concluded that the evidence indicates that student satisfaction in virtual education is linked, to varying degrees, to factors related to the student, teacher, course and academic management.