Abstract
At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety–Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%.
Highlights
Nowadays, Information and Communication Technologies (ICTs) have become a strategy for universities to contribute to overall student performance [1]
Several studies have been carried out to identify the ability to create a dynamic Virtual Learning Environment (VLE) [6] compatible with the diversities of learners’ interactions [7]. These advances have been implemented and tested in what is called the third generation of Learning Management Systems (LMSs), which refers to “[t]he strategy of using technological resources through Web 2.0, which plays an important role for the use of resources through ICT, external to the LMS, and [affords] students greater interaction with the e-learning model” and “[t]hrough the use of technology the generation of new learning environments has been allowed, which facilitate the performance of [academic] activities [...] and improve performance” [8,9,10], taking into account how the design choices impact the efficiency and legal compliance of personal data protection means [11]
The above-described metadata should be taken into account for the search of information in LMS resources to be higher than 40%
Summary
Information and Communication Technologies (ICTs) have become a strategy for universities to contribute to overall student performance [1]. ICTs have excellent advantages for academic applications that can be offered through a Learning Management System (LMS), since they facilitate the administration of courses in universities and training centers of organizations, even despite the controversy over how online content is evaluated, as described in [5]. In this context, several studies have been carried out to identify the ability to create a dynamic Virtual Learning Environment (VLE) [6] compatible with the diversities of learners’ interactions [7]. At the University of Chile, a study measured the level of educational and technological use of Moodle and its implications for teaching using a quantitative approach, applying a questionnaire to a sample of 640 teachers of higher education [12]
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