Satisfaction and Cognitive Engagement in the Use of Online Teaching Platforms of University Students
This article aims to study the statements of first‐year undergraduate students with regard to their teachers’use of the Moodle and Teams online teaching platform in the context of the COVID‐19 pandemic. More specifically, the aim is to produce a description of these statements and to analyze their links with the students’ cognitive engagement. Based on data collected from a sample of 837 students, we show that the teachers’ use of these platforms, as perceived by students, is weakly explanatory of the students’ cognitive engagement.