Perceptions of university students of learning platforms. A case study
DOI:
https://doi.org/10.5944/ried.20.1.16518Keywords:
distance study, higher education, student’s perceptions, information and communication technologies.Abstract
The development of the Internet has added a new perspective to distance education, getting this teaching model closer to everybody in a universal way. This has contributed to a new view of non-face education, as it has really broken the barriers space and time as regards the non-face teaching. A tool playing a decisive role in this is the Learning Management Systems (LMS). In this paper we present the results obtained in a non-experimental and descriptive research carried out with students from the Faculty of Education at the University of Cordoba (Spain), with the principal aim of determining the view that they have, as users, of the platforms. The main result found has been that the students, while men seem to be in favour of using it in higher education, women, mean while, use more the tools found in them (wikis, forum and chats) than men, in order to interact inside the platform. Regarding the grade studied, the pupils of Pre-primary Education are more in favour of using it versus Primary Education. As an initial conclusion, it is worth highlighting the need that the students claim of greater involvement of teachers with the teaching developed through this format, what is not performed from their points of view.
Downloads
References
Alaminos, A. (2006). El muestreo en la investigación social. En A. Alaminos y J.L.Castejón. Elaboración, análisis e interpretación de encuestas, cuestionarios y escalas de opinión (46-67). Alcoy: Marfil.
Armijo de Vega, C., & McAnally-Salas, L. (2011). Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers. Online Submission, US-China Education Review, A1, 10-21.
Blees, I., & Rittberger, M. (2009). Web 2.0 learning environment. Concept, Implementation, Evaluation. e-learning Papers, 15, 1-18. Recuperado de http://www.pedocs.de/volltexte/2010/2633/pdf/web20_LE_blees_rittberger_2_D_A.pdf
Boza, A., & Conde, S. (2015). Web 2.0 en educación superior: formación, actitud, uso, impacto, dificultades y herramientas. Digital Educational Review, 48, 45-58. Recuperado de http://revistes.ub.edu/index.php/der/article/viewFile/14423/pdf
Castaño, R., Jenaro, C., & Flores, N. (2012). Análisis DAFO de la utilidad de las plataformas de formación online para el entrenamiento en competencias de estudiantes universitarios. Edutec, 42, 1-13. Recuperado de http://www.edutec.es/revista/index.php/edutec-e/article/view/346
Danciu, E., & Grosseck, G. (2011). Social aspects of web 2.0 technologies: teaching or teachers’ challenges?. Procedia Social and Behavioral Sciences, 15, 3768-3773. doi: http://dx.doi.org/10.1016/j.sbspro.2011.04.371
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University: Students' and Teachers' Perceptions. International Review of Research in Open and Distance Learning, 15(1), 272-289. Recuperado de http://www.irrodl.org/index.php/irrodl/article/view/1701/2819
Erol, C.C. (2015). New approaches in art educations: Moodle learning and content magnagamente system based art education. Global Journal of Arts Education, 5(2), 67-71. doi: http://dx.doi.org/10.18844/gjae.v5i2.248
Eskandari, M., & Soleimani, H. (2016). The Effect of Collaborative Discovery Learning Using MOODLE on the Learning of Conditional Sentences by Iranian EFL Learners. Theory and Practice in Language Studies, 6(1), 153-163. doi: http://dx.doi.org/10.17507/tpls.0601.20
Felpeto, A., Rey, R., Fernández-Vázquez, A., & Garrote, D. (2015). Uso de plataformas e-learning y alfabetización digital en formación profesional a distancia. Revista de Estudios e Investigación en Psicología y Educación, 13, 163-167. doi: http://dx.doi.org/10.17979/reipe.2015.0.13.490
González, M. (2007). Las TIC como factor de innovación y mejora de la calidad de la enseñanza. En J. Cabero, (Coord.). Tecnología educativa (219-232). Madrid: McGraw-Hill.
Green, L. S., Inan, F.A., & Denton, B. (2012). Examination of factors impacting student satisfaction with a new learning management system. TOJET: The Turkish Online Journal of Educational Technology, 13(3), 189-197.
Guel, S., Pintor, M.M., & Gómez, M. (2016). Indicadores para la evaluación del nivel de satisfacción del uso de Blackboard. Campus Virtuales, 5(1), 36-47. Recuperado de http://www.uajournals.com/campusvirtuales/es/revistaes/numeroactual.html?id=149
Hernández, R., Fernández, C., & Baptista, P. (2006). Metodología de la investigación. (6ª edición). México: McGraw Hill Interamericana.
Juhary, J. (2014). Perceived Usefulness and Ease of Use of the Learning Management System as a Learning Tool. International Education Studies, 7(8), 23-34.
Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58, 175-190.
Ku, H.-Y., Tseng, H.-W., & Akarasriwo, C. (2013). Collaboration factors, teamwork satisfaction and student attitudes toward online collaborative learning. Computers inhuman Behavior, 29, 922-929.
Lai, A., & Savage, P. (2013). Learning Management Systems and Principles of Good Teaching: Instructor and Student Perspectives. Canadian Journal of Learning and Technology, 39(3), 1-21. Recuperado de http://www.cjlt.ca/index.php/cjlt/article/view/699
Marín, V., & Cabero, J. (2015). Innovando en el aula universitaria a través de DIPRO 2.0. Revista Sophia, 11(2), 155-168. Recuperado de http://revistas.ugca.edu.co/index.php/sophia/article/view/348/521
Marín, V., Reche, E., & Maldonado, G. A. (2013a). Ventajas e inconvenientes de la formación online. Revista Digital de Investigación en Docencia Universitaria, 7(1), 33-43. Recuperado de http://revistas.upc.edu.pe/index.php/docencia/article/view/185/141
Marín, V., Reche, E., & Maldonado, G. (2013b). Hacia la determinación de posibles ventajas e inconvenientes de la formación online. Revista Docencia Universitaria, 14(1), 57-72. Recuperado de http://revistas.uis.edu.co/index.php/revistadocencia/article/view/4224
Mateo, J. (2012). La investigación ex post-facto. En R. Bisquerra (coord.). Metodología de la investigación educativa (195-230). Madrid: La Muralla.
Morales, P. (2012). Estadística aplicada a las Ciencias Sociales. Tamaño necesario de la muestra: ¿cuántos sujetos necesitamos? Recuperado de http://www2.df.gob.mx/virtual/evaluadf/docs/gral/taller2015/S0202EAC.pdf
Pérez, R., García, J.L., Gil, J. A., & Galán, A. (2009). Estadística aplicada a la educación. Madrid: Pearson Educación y UNED.
De Pablos, J., Colás, M. P., & González, T. (2011). La enseñanza universitaria apoyada en plataformas virtuales. Cambios en las prácticas docentes: el caso de la Universidad de Sevilla. Estudios sobre Educación, 20, 23-48. Recuperado de http://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/viewFile/4462/3844
Revuelta, F. I., & Pérez, L. (2009). Interactividad en los entornos de formación online. Barcelona: UOC.
Rivadulla, J. C. (2015). Concepciones de los estudiantes de Magisterio sobre Moodle. Revista de Estudios e Investigación en Psicología y Educación, 13, 68-72. Recuperado de http://revistas.udc.es/index.php/reipe/article/view/328/pdf_370
Rodríguez, M., & Rivadulla, J. C. (2015). La integración de plataformas de e‐learning en la docencia universitaria: percepciones de un grupo de estudiantes sobre los usos de la plataforma Moodle. Revista Electrónica de Investigación y Docencia (REID), 14, 27-46. Recuperado de http://revistaselectronicas.ujaen.es/index.php/reid/article/view/2237
Roig, R., Mengual, S., & Rodríguez, C. (2013). Internet como medio de información, comunicación y aprendizaje En J. Barroso & J. Cabero (coords.). Nuevos escenarios digitales (209-233). Madrid: Pirámide.
Sam, T.L. (2015). E-learning bencharking surrey: a case of University Utara Malysia. Universal Journal of Educational Research, 3(4), 269-276.
Srichanyachon, N. (2014). EFL learners’ perceptions of using LMS. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 30-35.
Tello, I., De Miguel, L., & López, M. D. (2012). Entornos personales de aprendizaje en el Espacio Europeo de Educación Superior. RIED. Revista Iberoamericana de Educación a Distancia, 1 (2), 123-142. Recuperado de http://ried.utpl.edu.ec/sites/default/files/file/archivo/volumen%2015_2/Entornospersonales.pdf
Wichadee, S. (2015). Factors Related to Faculty Members’ Attitude and Adoption of a Learning Management System. TOJET: The Turkish Online Journal of Educational Technology, 14(4), 53-61.
Wu, Y.-C. J., & Huang, S. K. (2013). Making on-line logistics training sustainable through e-learning. Computer in Human Behavior, 29, 323-328. doi: http://dx.doi.org/10.1016/j.chb.2012.07.027
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
