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With the spread of SARS-CoV-2, all universities were forced to implement the virtual modality in their curricula so as not to paralyze the educational system. Likewise, the Universidad Nacional Mayor de San Marcos, located in the city of Lima, Peru, continued with non-face-toface classes through virtual resources to help its students in the learning process. Therefore, this research aimed to determine the factors of the student role that influenced the satisfaction of managing virtual resources. The study procedure included the collection of 184 surveys through Google Forms and the analysis of validity, structural model, reliability and hypothesis tests using the non-parametric Spearman's Rho test. Some of the limitations of the analysis were due to generational differences and socioeconomic and geographic variables of the participants. This paper found, according to the order of the highest score of the correlation coefficient, that the factors student-content interaction, gamified participation, motivation, self-efficacy in internet and computing, and perceived usefulness predicted the satisfaction of managing virtual resources in students. It was concluded that the five independent variables were significantly correlated in the dependent variable. [ABSTRACT FROM AUTHOR]

A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work. [ABSTRACT FROM AUTHOR]

The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student's needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization. [ABSTRACT FROM AUTHOR]

In order for an online course to be properly carried out it must be properly planned. The goal of this paper is to provide users with a methodology to design, assess and follow up a good quality online course project. The methodology proposes six phases to be followed in order to accomplish the task: Analysis of educational problem; justification and purposes of the project; proposal of project's perspectives; education, operational and financial planning; project's expected results, and project tracking and assessment. The proposed methodology allowed designing and carrying out the online course project called Rubrics for Assessment of Activities of e-Learning which was given at the Distance University of Poland. Even though the course was highly assessed by its participants, their comments imply the necessity of a more careful planning of the pedagogical components of the course. Despite this weakness, the project allowed to obtain answers to the main questions raised by decisions to be made when planning a course: What is intended to be done?, why?, what for?, how?, when?, by whom?, with what resources and funds? It is concluded that the proposed methodology may constitute a reference framework for the universities that wish to plan a high quality online course, both in Poland and in other countries. [ABSTRACT FROM AUTHOR]

In this paper an analysis is provided on the migration of the student modelling process from intelligent tutoring systems to e-learning, of the implications for e-learning platforms in terms of the adaptations to be made for supporting student modelling, and of the expected functionality from a resulting new breed of intelligent learning environments. The analysis is based on my recent experience in the development of a student modelling component for an e-learning system known as LeActiveMath, the main product from a European project that aimed to develop a web-based learning environment for mathematics in the state of the art. [ABSTRACT FROM AUTHOR]

This paper relates the experience acquired with the usage of Moodle assisting the teaching -learning process in the Literature Appreciation Seminar 1 given to fifth semester students in the Spanish Major from the Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí. The purpose if this work is to reflect about the findings obtained based on a qualitative and quantitative analysis from the information gathered with the application of a semi-structured questionnaire. The results obtained reflect student's weekly work, mostly to comply with assignment submissions. In a general view, it is noticed that pupils find themselves motivated working with this learning tool. It is also seen as an opportunity area, the reinforcement of this kind of learning focusing more on collaborative work and managing more options from the Moodle platform. Some of the conclusions from this paper are the importance of incorporating Learning Management Systems in pre-service training teaching from a didactic, constructive and ecological perspective, as well as, allowing students to work with ICT by creating significant learnings using virtual environments in order to be able to transfer them to other contexts. [ABSTRACT FROM AUTHOR]

The e-learning could be considered as an essential tool into the organizations' improvement, because the continuous education of the human resources provides to the organizations with qualified staff, allowing that the workers can be trained to acquire skills without they neglect their job commitments. On the other hand, the digital revolution has been stimulated the use of electronic (digital) documents to manipulate the information within the organizations, leaving the traditional paper forgotten. According to this, it is a necessity that the organizations have qualified workers in the management to this kind of digital documentation, who know about technological process and legal regulations for each particular case. In this work, we present the experience of an e-learning course developing between the Autonomous University of San Luis Potosí and the National Institution of Statistics and Geography. The course was focused on digital document management and it was addressed to training the staff responsible for document management. Also, we describe the development, execution and evaluation of the course according to PRADDIE model (2012), classifying the employed instruments based on the Laurillard's model (1993) modified by Curtis (1997), evaluating the technological tools through the elements of the ACTIONS model proposed by Bates (1995), and measuring the learning obtained by the students, the Kirkpatrick's model (1994). [ABSTRACT FROM AUTHOR]

The purpose of this paper consisted in formulate a critical reflection about the MOOC as an emergent educational model, based on the information coming from the specialized literature and from our own experience as a user. We intent answer the following question: What is the real intention and scope of the MOOC as an emergent educational model? That is to say, is really the MOOC a valid alternative to traditional model in higher education? From the literature review we can establish that one of the advantages of this model is the fact that it represents real knowledge democratization for giving the opportunity to open access to knowledge to everyone with the only requirement of having a digital devise connected to Internet, want to learn and have a genuine motivation to do so. However, like any innovation this educational model has supporters and detractors. It is concluded that even when the MOOCs have been supported by important international universities, this model is not a threat for traditional universities; however it is expected that it will seriously impact the actual model of distance education and upon the traditional higher education model and it will induce change on it including those about the roles of its main actors (professor and student) in the educational process. [ABSTRACT FROM AUTHOR]

This article presents elements of the design and implementation of the hybrid/flipped classroom course Introduction to University Mathematics supported by the Massive Open Online Course (MOOC) Math and motion in Coursera. The experience took place in the second semester of 2013 with eight groups at a prestigious university in northern Mexico. The course included work done online and outside the classroom and consisted in watching videos in preparation for the activities programmed for the classroom, where the learning promoted by the videos was deepen. The experience also considered collegial work among the participating teachers to systematically promote decisions about the benefits of this type of innovative format for the course. A diagnostic study was conducted to assess various dimensions including Evaluation, dimension discussed in this article. The peculiarity of including a student's self-assessment process to build their course grade invites documentation of this experience. The intention of this paper is to encourage academic reflection on the evaluation process due to modality changes being developed in teaching college courses. [ABSTRACT FROM AUTHOR]

Recently, Massive Open Online Courses (MOOCs) have been used as powerful tools for online education being easily adapted to several contexts on training and learning. In this paper, we address virtues and features of MOOCs towards digital alphabetization to contribute in bridging digital divide in the State of Aguascalientes (México). In order to achieve this goal we first diagnose the digital competencies attainment by users of the program Vagones de Ciencia y Tecnología established by the State Government. The obtained results were then compared against the international basic digital competencies; our findings stated those digital competencies to be conveyed through the contents and materials of MOOCs. After the implementation of our proposal, we could observe an important reinforcement in the program Vagones de Ciencia y Tecnología which was endorsed by program’s heads. In the same way, an advance was p perceived in bridging digital divide in the State since heads of the program realized a wide implementation of our proposal by incorporating it in other similar local programs. [ABSTRACT FROM AUTHOR]