Redefining academic roles and responsibilities facing a complex scenario when teaching became necessary, thus, educational institutions’ current challenges are to provide the appropriate tools to increase efficiency. In this crisis environment, UVM applied the ERT paradigm of Hodges et al. [1
], Tran et al. [34
], and Grivokostopoulou et al. [35
]. Numerous studies have measured user satisfaction in virtual learning environments with a usability approach, or with holistic experience [36
]. Some of these studies are focused mainly on student satisfaction identified four types of educational uses associated with virtualization [36
]. Túñez-López developed an approximation of the teaching environment within social networks for students. Gonzalez [38
] and Namoun et al. [39
], through different evaluations, measured the satisfaction of using Blackboard [40
]. However, much information reported in the literature deals with other studies related to VLP, such as Moodle. Microsoft Teams, however, is a new application. The virtualization strategy used by UVM was successful, based on results obtained, since its use during the COVID-19 contingency. This strategy presented a series of advantages, such as accessibility and an extensive range of available applications. Moreover, the support provided was diverse and the system is robust, highlighting the ease with which the user can explore and determine the fundamental aspects of the VLP.
Summarizing, Microsoft Teams was a sufficient tool to quickly implement educational applications while observing the UVM community’s needs of knowledge generation and information management. Here, it is essential to use the concept of satisfaction as the teachers’ entire experience with the system. The system is used to deliver content, so the experience should include the differentiated knowledge to improve the satisfaction measurement, which is also related to the fields of action mentioned previously. The background should also make it easy for the whole organization feedback and to implement features that increase the positive attitudes from the teachers toward the platform and as found in this paper, such as constant training and ways to involve or engage students in the process through the platform while considering the well-being of the students and teachers.
Regarding of face-to-face teaching and the dimensions of the teachers and students’ role, specific approaches are applied to teaching and learning [41
]. In face-to-face classes, a stratified learning approach predominates. Teachers are perceived as guides and facilitators in students’ knowledge construction, alligned with the conceptions of skill development outlined by [8
]. This perspective is consistent with the ideas of [44
]. Concerning the online teaching and learning process, the teachers believed that the implementation of Microsoft Teams facilitated the teaching-learning process, the cognitive development of the students, and active participation, in addition to allowing students to engage in personal and professional development, being these factors of the satisfaction obtained with the experience of the users. This factor is essential when searching for didactic tools for the development of classes [45
] although, different approaches measuring satisfaction from various theoretical perspectives could be further made. Microsoft Teams’ primary function is to centralize contents in one tool for managing the subjects and resources needed to support teachers and students: The teachers showed great adaptability in incorporating new elements for developing their teaching-learning processes [46
]. Therefore, Microsoft Teams is a flexible tool that facilitates the tasks and the management of subjects and provides the possibility to elaborate upon educational materials; it also serves as a tool to record student data. As an element capable of increasing the attractiveness of teaching, it also favors communicative relationships. It spreads information and knowledge, without disassociating it from the teaching-learning experience’s satisfaction. Undoubtedly, Microsoft Teams provides a plethora of communication and innovation possibilities, becoming a motivational tool for the student when used to increase the attractiveness of the content in the syllabus [37
]. On the other hand, teachers are a critical element in the incorporation of virtual teaching models. The use of Microsoft Teams and different related tools have definitively reconfigured teacher-student relationships according to the three main concerns mentioned by Bower: (a) changes in interpersonal relationships, (b) the adequacy of institutional support, and (c) the quality of teaching [24
]. These communication tools represent a powerful didactic resource, which allows teachers to share their experience and their knowledge, but such tools also limit the topics covered and the interaction with content based on an immovable syllabus that is reflected by the platform, meaning that the academic contents do not adhere entirely to real life situations while being changed with the interaction through interfaces that print a particular perspective to how communication, and hence, comprehension will be during class, but being aware of the limitations and possibilities of the specific platform. Fariña-Vargas et al. [47
] in their satisfaction study used an observation matrix to determine the resources most commonly used by teachers, the typology of activities requested by teachers, the communication resources that were incorporated into each virtual classroom, and the use of such resources, such as the structure of the virtual classroom (temporary, social, or thematic), the communication resources used, and the design of such resources: Each virtual classrooms’ pedagogical model was also determined [47
]. Torres et al. developed a Moodle platform study, where the instructors considered that the non-face-to-face phase was beneficial for extending the face-to-face stage [48
]. A good question that institutions should work with is the awareness of students about the limitations and the bias generated by the platform and the VLP and LMS itself. Ramírez et al. used regression analysis with successive steps to study the factors of course flexibility, teaching attitude towards e-Learning, student self-efficacy using internet and perception of interactions, showing that 47.2% of the student community was satisfied with the LMS service [49
]. Based on these results, guidance was provided for administrators of virtual higher education courses. Still, according to the authors, the platform’s limitations awareness should be discussed in class. Microsoft Teams’ potential in education as an alternative to continuing with the traditional teaching and learning process, both virtual and face-to-face, has been descriptively explored. Moreover, the situations that yield such educational changes affect the students’ emotional state and, therefore, student’s willingness to work, as their routines are broken despite looking for specific elements to maintain continuity. At UVM, the class schedules were maintained. This directly affected the realization of other activities related to the same course and those related to other courses. The re-deployment of face-to-face activities in virtual space was feasible since the teachers managed to transform class activities into virtual activities, adopt a series of best practices, and allow students to participate in those activities [50
]. Learning was self-assessed by the teachers and evaluated by the students during the academic process developed during the COVID-19 crisis. However, many of these activities were transformed and transferred to spaces where they were not entirely native. This process led to a reconceptualization of the advantages and disadvantages of each media. Each of these media has its own benefits and its particular communication ways. No thorough trans-disciplinary work has yet studied the activities and contents relevant to each presentation method that impacts the selection of a VLP. In short, digital resources have their logic, and in-person training may not be perceived the same as if they were created for an online format. The impact of virtualization on student learning will facilitate the more effective implementation of innovative activities. The effect of adopting such activities will be part of the new concept of a comprehensive traditional teacher with virtual teaching skills as a critical element to invigorate academic offers if the contents and objectives of education are correctly determined in this new environment. One possibility for the topics to be discussed, is having the content on the platform while considering each participant’s reflection moments, which is why such moments should be explored. As long as the reflective and evaluative spaces to present proposals are not encouraged, changes may always be faced with “emergencies” and lack opportunities to rethink education’s reality. School-based education has a limited time-frame and features its own specific spaces that are not present in distance education. During the COVID-19 crisis, students have had to improvise their academic areas. They may study on a table, in the living room, in the bedroom corner, or in the dining room. These are all spaces with other functions, and other family members may be present and carry out activities unrelated to school. How often was that done during face-to-face? Conventionally, a student spends school time in a space made for that purpose and school buildings are currently abandoned. Of course, a virtual student can demand that his or her “room” be vacated if someone occupies that space for another task while the student has class hours. This study area exists in a time and space that does entirely exist or is delimited in the conventional way (i.e., a paradoxical truth). That is to say, and virtual education exists in the context of virtual reality, an area that the student does not share with others while studying and with whom, simultaneously, shares physical reality, producing the need to rethink the concept of “face-to-face” classes. This study indicates favorable results for the administrative and academic staff of Laureate Mexico regarding the implementation of the curriculum under combined traditional and virtual education approaches. UVM is part of the mexican federation of private higher education institutions (FIMPES), which is an essential factor in improving the dynamics generated by the current crisis and seeking a scheme of academic satisfaction that includes the satisfaction of teachers. The University of Havana determined through different surveys that teachers under 35 years of age were very satisfied with the use of virtual classrooms. This previous study presents essential similarities with the present work because, in our results, the best satisfaction in using Microsoft Teams was observed in the stratum of teachers between 30 and 50 years of age, where females had greater pleasure in the use of the LMS [51
There are also concerns about the boundaries of virtuality and the components, characteristics, and assumptions regarding the virtual education modality. We must also clarify the ERT concept. Unlike educational experiences completely designed and planned to be online, ERT responds to a sudden change from instructional models to alternative ones due to a crisis. In such circumstances, the education that would usually be delivered using face-to-face or blended methods requires immediate, fully remote solutions. However, when the problem subsides, students and teachers will revert to the initial format. In these circumstances, the primary goal is to provide temporary access to teaching and instructional support in a quick and easy-to-implement way, not to recreate a robust educational ecosystem. In this way, ERT can be disassociated from online learning. Due to their political agendas and decision-making processes, institutions may make different options and invest differently, resulting in various solutions from one institution to another. This experience highlights some distinctions that can guide ERT evaluations during and at the end of the crisis. Despite research showing otherwise, it is a common cliché that online learning is of lower quality than face-to-face learning. In a state of emergency, it is not difficult for this idea to be reinforced since the urgency to migrate to online learning will make, in many cases, proposals unable to maximize their potentials and possibilities supported with an urgent decision-making process.