Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

Marco Antonio Zamora-Antuñano,Juvenal Rodríguez-Reséndiz,Wilfrido J Paredes-García,José Alfredo Gaytán Díaz,Hugo Rodríguez Reséndíz,Miguel Angel Cruz-Pérez

doi:10.3390/su14010195

Abstract

In this project, an analysis is made of the perception of teachers of Higher Education Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). A statistical analysis of teachers’ views on the academic environment caused by the COVID-19 crisis is carried out for the change of educational scenarios from school to home through VLP, the support for teaching–learning knowledge of VLPs and the received training, and the main problems during the transition period. Through convenience sampling, data was collected for a statistical study using a developed instrument (Data collection was designed through the Google Forms application and distributed to public and private HEI teachers). The results of the study showed that more than 60% of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. In addition, the main issues they faced were connectivity, student attitude, and student attendance at class sessions. Fisher’s test was conducted to determine the relationship in the variables analyzed by identifying that there are differences of teachers in perception depending on age.

Highlights

Posgrado y Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Universidad del Valle de Mexico, Naranjos Punta Juriquilla 1000, Santa Rosa Jáuregui, Santiago de Queretaro 76230, Mexico; Facultad de Ingeniería, Universidad Autónoma de Querétaro, Santiago de Queretaro 76010, Mexico; All authors contributed to this work
Question 1: To what extent demographics of Higher Education Institutions (HEI) teachers have an impact when using a Virtual Learning Platforms (VLP)? The hypothesis was tested statistically, and there are significant differences in teacher perceptions of private and public schools regarding the usability of the VLP chosen by the HEI
Established by the HEIs, whether public or private, to be used during the COVID-19 crisis (March–June 2020)? The perception did not change between teachers of the public sector and private schools

Summary

Introduction

Posgrado y Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Universidad del Valle de Mexico, Naranjos Punta Juriquilla 1000, Santa Rosa Jáuregui, Santiago de Queretaro 76230, Mexico; Facultad de Ingeniería, Universidad Autónoma de Querétaro, Santiago de Queretaro 76010, Mexico; All authors contributed to this work. Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). Of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. The educational models in Mexico are based on a compilation of theories and pedagogical scopes related to the infrastructure of the educational environment. As fundamentals, it guides the elaboration of the subject contents and the systematization of the teaching–learning process. Communication and information technologies bring different advantages when potentiating its scope and covering different educational interests in the population [1]

Results

Discussion

Conclusion