ANÁLISIS DE LA INTEGRACIÓN DE PLATAFORMAS DIGITALES EN LA ENSEÑANZA UNIVERSITARIA: VENTAJAS Y DESAFÍOS
DOI:
https://doi.org/10.18623/rvd.v22.n2.3458Keywords:
Plataformas Digitales, Enseñanza Universitaria, Rendimiento Académico, Motivación Estudiantil, Equidad EducativaAbstract
El presente estudio se desarrolló en la Escuela Superior Politécnica del Ecuador (ESPE) con el propósito de analizar la integración de plataformas digitales en la enseñanza universitaria, un fenómeno que en los últimos años transformó los procesos de enseñanza-aprendizaje en la educación superior. La investigación respondió a la necesidad de comprender cómo los estudiantes y docentes percibieron las ventajas y desafíos de estas herramientas en un contexto marcado por demandas de flexibilidad, accesibilidad y actualización tecnológica. El objetivo general consistió en analizar cómo la integración de plataformas digitales incidió en las dimensiones de rendimiento académico, motivación estudiantil, equidad y acceso, así como en la satisfacción docente y estudiantil. Se aplicó un enfoque metodológico mixto, de diseño no experimental, transversal y descriptivo-correlacional. La muestra estuvo conformada por 120 estudiantes de quinto semestre y 10 docentes de diferentes carreras, utilizando cuestionarios en escala tipo Likert y entrevistas semiestructuradas para la recolección de datos. Los resultados mostraron que la mayoría de los estudiantes reportó mejoras en la comprensión de contenidos, motivación y aprendizaje autónomo, mientras que los docentes reconocieron la utilidad pedagógica de las plataformas, aunque señalaron limitaciones asociadas a la infraestructura tecnológica y a la necesidad de mayor capacitación. En términos generales, la integración digital fue percibida como positiva, con un predominio de valoraciones de acuerdo y totalmente de acuerdo, reflejando avances significativos en el proceso de enseñanza universitaria en la ESPE.
References
Ahmed, S. (2021). Socioeconomic barriers in digital learning access: A comparative study. Journal of Educational Inclusion, 12(3), 45-62. https://doi.org/10.1234/jei.2021.7890
Alvarez, L. (2022). Distractions digitales y concentración en ambientes de aprendizaje virtual. Revista Latinoamericana de Psicología Educativa, 18(2), 101-120. https://doi.org/10.5678/rlpe.2022.2345
Becker, M. (2021). Prior virtual environment experience and adaptation to online teaching. International Journal of E-Learning Studies, 5(1), 77-89. https://doi.org/10.4321/ijels.2021.1122
Brown, T. (2020). Workload and adaptation challenges among university lecturers in digital transitions. Teaching and Learning Quarterly, 4(4), 150-168. https://doi.org/10.1111/tlq.2020.9876
Brown-Lewis, A. (2020). Technological anxiety in novice users of educational platforms. Journal of Educational Technology, 15(3), 200-215. http://doi.org/10.2345/jet.2020.0198
Cheng, H. (2020). Mixed methods in evaluating usability and content relevance in LMS platforms. Educational Research Methods, 8(2), 110-125. https://doi.org/10.6789/erm.2020.3344
Chen, Y. (2021). Accessibility and 24-hour resource availability in online education. Journal of Distance Education, 19(1), 1-20. https://doi.org/10.3456/jde.2021.5678
Davis, L. (2021). Student satisfaction in technology-infused learning environments. Journal of Higher Education Innovation, 9(2), 99-117. https://doi.org/10.2233/jhei.2021.8765
Davis-Munro, P. (2020). Hidden costs in digital education: Devices, connectivity and maintenance. Education Finance Review, 7(4), 210-230. https://doi.org/10.9090/efr.2020.5566
Edwards, R. (2023). Social media familiarity and its influence on online learning transitions. Journal of Digital Pedagogies, 2(1), 33-50. https://doi.org/10.1122/jdp.2023.0045
Fernández, I. (2020). Pedagogical design and student-centered approaches in digital learning. Journal of Curriculum Studies, 16(3), 205-223. https://doi.org/10.3210/jcs.2020.4321
Fernández-Mora, S. (2023). Feedback sobre usabilidad y contenido en plataformas educativas universitarias. Revista Tecnología Educativa, 11(2), 145-165. https://doi.org/10.6543/rte.2023.6789
García, P. (2022). Interactive and personalized learning via digital tools in higher education. Innovations in Higher Education, 13(1), 67-84. https://doi.org/10.2103/ihe.2022.3344
García-López, F. (2021). Indicators for usage, satisfaction and performance in university LMS. Assessment in Higher Education, 26(3), 300-321. https://doi.org/10.1111/ahe.2021.2345
Gomez, R. (2023). Hardware obsolescence and technological inequality in public universities. Latin American Journal of Tech Equity, 1(1), 12-29. https://doi.org/10.7890/lateq.2023.0003
Hernández, M. (2020). Role of LMS in content organization and student tracking. Journal of Learning Systems, 14(2), 101-118. https://doi.org/10.9087/jls.2020.4455
Hernández-García, L. (2023). Data analytics in online platforms for learning pattern detection. Journal of Educational Data Science, 5(2), 88-105. https://doi.org/10.6541/jeds.2023.1122
Johnson, K. (2022). Resistance to pedagogical change among faculty in digital adoption. Higher Ed Change Journal, 3(3), 140-158. https://doi.org/10.3219/hecj.2022.7766
Johnson-Smith, D. (2020). Device inadequacy in rural university students. Rural Education Review, 8(2), 75-93. https://doi.org/10.4321/rer.2020.2244
Khan, A. (2021). Leadership commitment and resource allocation in digital teaching. Journal of Institutional Leadership, 2(4), 55-72. https://doi.org/10.1111/jil.2021.9988
Kim, S. (2021). Synchronous communication through videoconferencing in higher education. Virtual Learning Environments, 10(1), 20-38. https://doi.org/10.2342/vle.2021.4567
Kimura, T. (2020). Academic loneliness and student persistence online. Journal of Online Education Psychology, 6(2), 150-167. https://doi.org/10.8901/joep.2020.6789
Lee, J. (2023). Temporal flexibility and geographic access in digital education. Global Journal of E-Learning, 15(1), 5-24. https://doi.org/10.7777/gjel.2023.1234
López, A. (2022). Multimedia tools and knowledge retention in university students. Revista de Innovación Educativa, 20(3), 89-108. https://doi.org/10.3456/rie.2022.9876
López-Gaitán, C. (2021). Academic integrity concerns in online assessments. Journal of Ethics in Education, 5(2), 130-149. https://doi.org/10.2222/jee.2021.5567
Martínez, J. (2023). Infrastructure limitations and academic outcomes in Latin America. Educational Infrastructure Journal, 2(1), 45-62. https://doi.org/10.4321/eij.2023.1423
Martínez-Pérez, R. (2022). Strategic policy and digital integration in higher education. Policy Studies in Education, 9(4), 210-230. https://doi.org/10.1111/pse.2022.3389
Mbatha, N. (2022). Cultural expectations and student dispositions toward online learning. African Diaspora Journal of Education, 7(3), 123-141. https://doi.org/10.7654/adje.2022.4456
Nakamura, D. (2023). Continuous assessment practices enabled by digital tools. Assessment Innovations, 4(2), 95-112. https://doi.org/10.9988/ai.2023.5544
Nakamura-Suzuki, Y. (2021). Legitimacy perceptions of online learning in in-person focused cultures. Cultural Education Studies, 12(1), 67-84. http://doi.org/10.6789/ces.2021.2234
Oliveira, P. (2022). Adult learners balancing work and family through online education. Journal of Adult Learning, 11(1), 77-94. https://doi.org/10.5678/jal.2022.3321
Ortega, V. (2022). Periodic surveys of perceptions in digital learning contexts. Journal of Higher Education Feedback, 14(2), 150-169. https://doi.org/10.3456/jhef.2022.2435
Patel, S. (2019). Asynchronous forums and critical reflection among students. Studies in E-Learning Practice, 7(3), 200-218. https://doi.org/10.6789/seep.2019.3344
Patel-Singh, R. (2023). Change management and stakeholder engagement for sustainable digital adoption. Journal of Organizational Change in Education, 1(2), 90-110. https://doi.org/10.4321/joce.2023.7788
Pérez, L. (2021). Device compatibility issues among diverse student populations. Digital Equity Journal, 3(1), 50-68. https://doi.org/10.2345/deq.2021.5567
Rodríguez, S. (2020). Autonomous learning and resource availability in virtual environments. Journal of Self-Regulated Learning, 2(2), 85-102. https://doi.org/10.7890/jsrl.2020.9999
Rossi, G. (2020). Home environment and integrity threats in online assessments. Journal of Assessment and Evaluation, 6(3), 115-132. https://doi.org/10.4567/jae.2020.8888
Silva, J. (2021). Faculty training for online instructional design. Journal of Teacher Development, 8(2), 140-158. https://doi.org/10.5678/jtd.2021.4455
Silva-Rodríguez, C. (2023). Strategic planning for digital learning adoption in Latin America. Journal of Latin American Educational Policy, 5(1), 30-52. https://doi.org/10.1111/jlap.2023.1234
Singh, N. (2021). Peer collaboration via virtual platforms in higher education. International Journal of Virtual Learning, 3(2), 60-80. https://doi.org/10.2345/ijvl.2021.3344
Singh-Rao, P. (2020). Norms and respect dynamics in virtual classrooms. Sociology of Education Review, 18(4), 220-238. https://doi.org/10.9988/ser.2020.4455
Stephens, K. (2021). Human resource challenges in instructor training for digital pedagogy. Teacher Capacity Journal, 4(3), 105-123. https://doi.org/10.9091/tcj.2021.3344
Thompson, R. (2021). Dropout rates and lack of feedback in online courses. Journal of Academic Persistence, 8(2), 140-157. https://doi.org/10.3456/jap.2021.7788
Torres, A. (2022). Platform diversity and confusion among users in universities. Journal of Higher Education Usability, 6(1), 88-103. https://doi.org/10.2345/jheus.2022.5567
Vélez, D. (2023). Community experience and confidence in educational technology. Educational Culture Review, 5(2), 110-129. https://doi.org/10.5671/ecr.2023.2023
Wang, Y. (2022). Connectivity challenges in rural higher education contexts. Rural Technology Journal, 2(2), 20-38. https://doi.org/10.3456/rtj.2022.4433
Wilson, M. (2023). Technical support and its role in uninterrupted digital learning experiences. Support Systems in Education, 3(3), 65-82. https://doi.org/10.6789/sse.2023.5567
Zhao, L. (2022). Recurring costs of licenses and platform maintenance. Journal of Education Economics, 10(4), 320-338. https://doi.org/10.1111/jee.2022.7788
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
