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Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Year 2019, , 103 - 118, 01.07.2019
https://doi.org/10.17718/tojde.601907

Abstract

The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student’s learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

References

  • Ahlstrand, B., Lampel, J., & Mintzberg, H. (2001). Strategy Safari: A Guided Tour Through The Wilds of Strategic Mangament. Simon and Schuster. Ahn, J., Tejwani, R., Sundararajan, S., Sipolins, A., O’Hara, S., Paul, A., … Huang, Y. (2018). Intelligent Virtual Reality Tutoring System Supporting Open Educational Resource Access. En International Conference on Intelligent Tutoring Systems (pp. 280-286). Springer. Aldridge, S. C., & Parker, M. L. (2018). Evaluating quality in fully online US university courses: a comparison of University of Maryland University College and Troy University. Revista Brasileira de Aprendizagem Aberta e a Distancia, 5. Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704-716. Assami, S., Daoudi, N., & Ajhoun, R. (2018). Personalization criteria for enhancing learner engagement in MOOC platforms. En Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 1265-1272). IEEE. Aziz, S., Mahmood, M., & Bano, S. (2018). Total Quality Management: A Frame Work for Higher Education Institution. Journal of Research in Social Sciences, 6(1), 124-141. Basogain, X., Olabe, M. Á., Olabe, J. C., & Rico, M. J. (2018). Computational Thinking in pre-university Blended Learning classrooms. Computers in Human Behavior, 80, 412-419. Bergeron, M. Z., & Fornero, S. C. (2018). Centralized and Decentralized Approaches to Managing Online Programs. En Leading and Managing e-Learning (pp. 29-43). Springer. Blieck, Y., Ooghe, I., Zhu, C., Depryck, K., Struyven, K., Pynoo, B., & Van Laer, H. (2018). Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study. Studies in Continuing Education, 1-26. Bordoloi, R. (2018). Transforming and empowering higher education through Open and Distance Learning in India. Asian Association of Open Universities Journal. Bourdoucen, H. (2018). Human Factors Considerations in Mobile Learning Management Systems. En Interactive Mobile Communication Technologies and Learning: Proceedings of the 11th IMCL Conference (Vol. 725, p. 372). Springer. Capacho, J. (2015). Representative Model of the Learning Process in Virtual Spaces Supported by ICT. Turkish Online Journal of Distance Education, 15(4), 75-89. Capacho, J., Jimeno, M., & Salazar, A (2018). A model to assess efficiency in e-Training for Significant Learning (e-TSL). LACCEI Latin American and Caribbean Conference for Engineering and Technology. Lima (Perú). Castells, M. (2004). The network society A cross-cultural perspective. Edward Elgar. Cheawjindakarn, B., Suwannatthachote, P., & Theeraroungchaisri, A. (s. f.). A study on framework of educational technology and communication center to support online distance learning courses for higher education in thailand. Veridian e-Journal International Humanities, Social Sciences and arts, 10(5), 536-548. Chitu, C., Cernian, A., & Sgarciu, V. (2018). Education from Data-Driven eLearning’s Perspective. eLearning & Software for Education, 2. Chua, A., & Lam, W. (2007). Quality assurance in online education: The Universitas 21 Global approach. British Journal of Educational Technology, 38(1), 133-152. Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning. Coutinho, C. P. (2007). Cooperative learning in higher education using weblogs: a study with undergraduate students of education in Portugal. Davidson-Shivers, G. V., Rasmussen, K. L., & Lowenthal, P. R. (2018). Foundations of Online Learning and Instructional Design. En Web-Based Learning (pp. 43-79). Springer. Dawson, M., Burton, S. L., Bessette, D., & Wright, J. (2018). Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees. En Encyclopedia of Information Science and Technology, Fourth Edition (pp. 7898-7911). IGI Global. de Leeuw, R. A., Walsh, K., Westerman, M., & Scheele, F. (2018). Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study. JMIR medical education, 4(1). Ehlers, U.-D., & Pawlowski, J. M. (2006). Handbook on quality and standardisation in e-learning. Springer Science & Business Media. 117 Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123, 150-163. Guerrero-Roldán, A.-E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46. Hamalainen, R., Lanz, M., & Koskinen, K. T. (2018). Collaborative Systems and Environments for Future Working Life: Towards the Integration of Workers, Systems and Manufacturing Environments. En The Impact of Digitalization in the Workplace (pp. 25-38). Springer. Heinen, J., & Peeters, H. (2018). Higher Police Education in the Netherlands. En Higher Education and Police (pp. 223-245). Springer. Henderson, M., Henderson, L., Grant, S., & Huang, H. (2018). Cognitive Engagement in Virtual Worlds Language Learning. En Authentic Virtual World Education (pp. 117-134). Springer. Jackson, D. (2018). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555-570. Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9-22. Marciniak, R., & Sallán, J. G. (2018). Dimensiones de evaluacion de calidad de educacion virtual: revision de modelos referentes. RIED. Revista Iberoamericana de Educacion a Distancia, 21(1), 217-238. Marshall, S., & Flutey, J. (2018). The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery. En Administrative Leadership in Open and Distance Learning Programs (pp. 63-83). IGI Global. Martin, F., & Kumar, S. (2018). Frameworks for Assessing and Evaluating e-Learning Courses and Programs. En Leading and Managing e-Learning (pp. 271-280). Springer. Martins, J. V. G., de Menezes, R. M. T., de Lima Terçariol, A. A., Gitahy, R. R. C., & Ikeshoji, E. A. B. (2018). The use of mobile devices in the college classroom: Project Method and mobile technologies in Higher Education. Revista Ibero-Americana de Estudos em Educaçao, 13(1), 500-519. Martz, B., Reddy, V. K., & Sangermano, K. (2004). Looking for indicators of success for distance education. Distance learning and university effectiveness: Changing educational paradigms for online learning, 144-162. Masera, G. A., & Ortiz, J. U. (2018). A Perfect world? Risks and Threats in the Information Society. International journal of research & methodology in social science vol. 4, no. 1 jan-mar, 2018 Quarterly Journal ISSN 2415-0371, 4(1), 36-49. McFarland, K. (2017). Entrepreneurship Education and Experiential E-Learning: A Literature Review. Developments in Business Simulation and Experiential Learning, 44(1). McGrath, J. L., Taekman, J. M., Dev, P., Danforth, D. R., Mohan, D., Kman, N., … Lemheney, A. J. (2018). Using virtual reality simulation environments to assess competence for emergency medicine learners. Academic Emergency Medicine, 25(2), 186-195. McLoughlin, C., Patel, K. D., O’Callaghan, T., & Reeves, S. (2018). The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review. Journal of interprofessional care, 32(2), 136-142. Mittelmeier, J., Rienties, B., Tempelaar, D., Hillaire, G., & Whitelock, D. (2018). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education, 118, 82-95. Nissen, V., & Seifert, H. (2018). Digital transformation in business consulting—status quo in Germany. En Digital Transformation of the Consulting Industry (pp. 153-190). Springer. Ouadoud, M., Chkouri, M. Y., & Nejjari, A. (2018). LeaderTICE: a platforms recommendation system based on a comparative and evaluative study of free e-learning platforms. International Journal of Online Engineering (iJOE), 14(01), 132-161. Outlaw, V., Rice, M. L., & Wright, V. H. (2018). Building Quality Online Courses: Online Course Development Partnership and Model. En Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 309-331). IGI Global. Pan, M., Wang, J., & Luo, Z. (2018). Modelling Study on Learning Affects for Classroom Teaching/Learning Auto-Evaluation. Science, 6(3), 81-86. Pástor, D., Jimenez, J., Gomez, O. S., & Isotani, S. (2018). New Perspectives in Instructional Design using Semantic Web Technologies: A Systematic Literature Review. 118 Peach, M. (2001). Globalization of education in Spain: From isolation to internationalization to globalization. Higher Education in Europe, 26(1), 69-76. Pellas, N., Kazanidis, I., & Fotaris, P. (2018). Facebook and Moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the Community of Inquiry (CoI) model. Perez-Foguet, A., Lazzarini, B., Gine, R., Velo, E., Boni, A., Sierra, M., … Trimingham, R. (2018). Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies. Journal of Cleaner Production, 172, 4286-4302. Pigliapoco, E., & Bogliolo, A. (2005). Global accessibility of higher education: Using ICT to build a worldwide campus. Proceedings of EISTA, 5. Porras, J. T., Alcántara-Manzanares, J., & García, S. R. (2018). Virtual platforms use: a useful monitoring tool. EDMETIC, 7(1), 242-255. Rodriguez, C., Hudson, R., & Niblock, C. (2018). Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects. British Journal of Educational Technology, 49(3), 337-353. Romiszowski, A. (2018). The future of E-learning as an educational innovation: Factors influencing project success and failure. Revista Brasileira de Aprendizagem Aberta e a Distancia, 2. Sansone, N., Ligorio, M. B., & Buglass, S. L. (2018). Peer e-tutoring: Effects on students’ participation and interaction style in online courses. Innovations in Education and Teaching International, 55(1), 13-22. Sarafzade, A., Bishop, P., Nagle, J., Tilden, G., & Oettinger, M. (2018). Educational Proficiency Development and Assessment System. US Patent App. 15/580,198. Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education, 36, 1-12. Soffer, T., Kahan, T., & Livne, E. (2017). E-assessment of online academic courses via students’ activities and perceptions. Studies in Educational Evaluation, 54, 83-93. Soler, R., & Sarsa, J. (2012). Integration of the Information and CommunicationTechnologies in the Teaching-Learning Processes: The Inclusive School. International Journal of Information and Education Technology, 2(5), 564. Stella, A., & Gnanam, A. (2004). Quality assurance in distance education: The challenges to be addressed. Higher education, 47(2), 143-160. Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs. Tait, A. (2018). Open Universities: the next phase. Asian Association of Open Universities Journal. Tawafak, R. M., Romli, A. B., bin Abdullah Arshah, R., & Almaroof, R. A. S. (2018). Assessing the Impact of Technology Learning and Assessment Method on Academic Performance. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2241-2254. Thorne, M., & Macgregor, C. (2018). Pedagogy and Learning for Sustainability in a Virtual World Scaffold. En Authentic Virtual World Education (pp. 9-23). Springer. Uziak, J., Oladiran, M. T., Lorencowicz, E., & Becker, K. (2018). Students’ and Instructor’s Perspective on the use of Blackboard Platform for Delivering an Engineering Course. The Electronic Journal of e-Learning, 16(1), 1. Yago, H., Clemente, J., Rodriguez, D., & Fernandez-de-Cordoba, P. (2018). ON-SMMILE: Ontology Network-based Student Model for MultIple Learning Environments. Data & Knowledge Engineering, 115, 48-67. Zheng, Q., Chen, L., & Burgos, D. (2018). Design Model for MOOCs in China. En The Development of MOOCs in China (pp. 149-165). Springer.
Year 2019, , 103 - 118, 01.07.2019
https://doi.org/10.17718/tojde.601907

Abstract

References

  • Ahlstrand, B., Lampel, J., & Mintzberg, H. (2001). Strategy Safari: A Guided Tour Through The Wilds of Strategic Mangament. Simon and Schuster. Ahn, J., Tejwani, R., Sundararajan, S., Sipolins, A., O’Hara, S., Paul, A., … Huang, Y. (2018). Intelligent Virtual Reality Tutoring System Supporting Open Educational Resource Access. En International Conference on Intelligent Tutoring Systems (pp. 280-286). Springer. Aldridge, S. C., & Parker, M. L. (2018). Evaluating quality in fully online US university courses: a comparison of University of Maryland University College and Troy University. Revista Brasileira de Aprendizagem Aberta e a Distancia, 5. Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704-716. Assami, S., Daoudi, N., & Ajhoun, R. (2018). Personalization criteria for enhancing learner engagement in MOOC platforms. En Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 1265-1272). IEEE. Aziz, S., Mahmood, M., & Bano, S. (2018). Total Quality Management: A Frame Work for Higher Education Institution. Journal of Research in Social Sciences, 6(1), 124-141. Basogain, X., Olabe, M. Á., Olabe, J. C., & Rico, M. J. (2018). Computational Thinking in pre-university Blended Learning classrooms. Computers in Human Behavior, 80, 412-419. Bergeron, M. Z., & Fornero, S. C. (2018). Centralized and Decentralized Approaches to Managing Online Programs. En Leading and Managing e-Learning (pp. 29-43). Springer. Blieck, Y., Ooghe, I., Zhu, C., Depryck, K., Struyven, K., Pynoo, B., & Van Laer, H. (2018). Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study. Studies in Continuing Education, 1-26. Bordoloi, R. (2018). Transforming and empowering higher education through Open and Distance Learning in India. Asian Association of Open Universities Journal. Bourdoucen, H. (2018). Human Factors Considerations in Mobile Learning Management Systems. En Interactive Mobile Communication Technologies and Learning: Proceedings of the 11th IMCL Conference (Vol. 725, p. 372). Springer. Capacho, J. (2015). Representative Model of the Learning Process in Virtual Spaces Supported by ICT. Turkish Online Journal of Distance Education, 15(4), 75-89. Capacho, J., Jimeno, M., & Salazar, A (2018). A model to assess efficiency in e-Training for Significant Learning (e-TSL). LACCEI Latin American and Caribbean Conference for Engineering and Technology. Lima (Perú). Castells, M. (2004). The network society A cross-cultural perspective. Edward Elgar. Cheawjindakarn, B., Suwannatthachote, P., & Theeraroungchaisri, A. (s. f.). A study on framework of educational technology and communication center to support online distance learning courses for higher education in thailand. Veridian e-Journal International Humanities, Social Sciences and arts, 10(5), 536-548. Chitu, C., Cernian, A., & Sgarciu, V. (2018). Education from Data-Driven eLearning’s Perspective. eLearning & Software for Education, 2. Chua, A., & Lam, W. (2007). Quality assurance in online education: The Universitas 21 Global approach. British Journal of Educational Technology, 38(1), 133-152. Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning. Coutinho, C. P. (2007). Cooperative learning in higher education using weblogs: a study with undergraduate students of education in Portugal. Davidson-Shivers, G. V., Rasmussen, K. L., & Lowenthal, P. R. (2018). Foundations of Online Learning and Instructional Design. En Web-Based Learning (pp. 43-79). Springer. Dawson, M., Burton, S. L., Bessette, D., & Wright, J. (2018). Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees. En Encyclopedia of Information Science and Technology, Fourth Edition (pp. 7898-7911). IGI Global. de Leeuw, R. A., Walsh, K., Westerman, M., & Scheele, F. (2018). Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study. JMIR medical education, 4(1). Ehlers, U.-D., & Pawlowski, J. M. (2006). Handbook on quality and standardisation in e-learning. Springer Science & Business Media. 117 Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123, 150-163. Guerrero-Roldán, A.-E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46. Hamalainen, R., Lanz, M., & Koskinen, K. T. (2018). Collaborative Systems and Environments for Future Working Life: Towards the Integration of Workers, Systems and Manufacturing Environments. En The Impact of Digitalization in the Workplace (pp. 25-38). Springer. Heinen, J., & Peeters, H. (2018). Higher Police Education in the Netherlands. En Higher Education and Police (pp. 223-245). Springer. Henderson, M., Henderson, L., Grant, S., & Huang, H. (2018). Cognitive Engagement in Virtual Worlds Language Learning. En Authentic Virtual World Education (pp. 117-134). Springer. Jackson, D. (2018). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555-570. Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9-22. Marciniak, R., & Sallán, J. G. (2018). Dimensiones de evaluacion de calidad de educacion virtual: revision de modelos referentes. RIED. Revista Iberoamericana de Educacion a Distancia, 21(1), 217-238. Marshall, S., & Flutey, J. (2018). The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery. En Administrative Leadership in Open and Distance Learning Programs (pp. 63-83). IGI Global. Martin, F., & Kumar, S. (2018). Frameworks for Assessing and Evaluating e-Learning Courses and Programs. En Leading and Managing e-Learning (pp. 271-280). Springer. Martins, J. V. G., de Menezes, R. M. T., de Lima Terçariol, A. A., Gitahy, R. R. C., & Ikeshoji, E. A. B. (2018). The use of mobile devices in the college classroom: Project Method and mobile technologies in Higher Education. Revista Ibero-Americana de Estudos em Educaçao, 13(1), 500-519. Martz, B., Reddy, V. K., & Sangermano, K. (2004). Looking for indicators of success for distance education. Distance learning and university effectiveness: Changing educational paradigms for online learning, 144-162. Masera, G. A., & Ortiz, J. U. (2018). A Perfect world? Risks and Threats in the Information Society. International journal of research & methodology in social science vol. 4, no. 1 jan-mar, 2018 Quarterly Journal ISSN 2415-0371, 4(1), 36-49. McFarland, K. (2017). Entrepreneurship Education and Experiential E-Learning: A Literature Review. Developments in Business Simulation and Experiential Learning, 44(1). McGrath, J. L., Taekman, J. M., Dev, P., Danforth, D. R., Mohan, D., Kman, N., … Lemheney, A. J. (2018). Using virtual reality simulation environments to assess competence for emergency medicine learners. Academic Emergency Medicine, 25(2), 186-195. McLoughlin, C., Patel, K. D., O’Callaghan, T., & Reeves, S. (2018). The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review. Journal of interprofessional care, 32(2), 136-142. Mittelmeier, J., Rienties, B., Tempelaar, D., Hillaire, G., & Whitelock, D. (2018). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education, 118, 82-95. Nissen, V., & Seifert, H. (2018). Digital transformation in business consulting—status quo in Germany. En Digital Transformation of the Consulting Industry (pp. 153-190). Springer. Ouadoud, M., Chkouri, M. Y., & Nejjari, A. (2018). LeaderTICE: a platforms recommendation system based on a comparative and evaluative study of free e-learning platforms. International Journal of Online Engineering (iJOE), 14(01), 132-161. Outlaw, V., Rice, M. L., & Wright, V. H. (2018). Building Quality Online Courses: Online Course Development Partnership and Model. En Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 309-331). IGI Global. Pan, M., Wang, J., & Luo, Z. (2018). Modelling Study on Learning Affects for Classroom Teaching/Learning Auto-Evaluation. Science, 6(3), 81-86. Pástor, D., Jimenez, J., Gomez, O. S., & Isotani, S. (2018). New Perspectives in Instructional Design using Semantic Web Technologies: A Systematic Literature Review. 118 Peach, M. (2001). Globalization of education in Spain: From isolation to internationalization to globalization. Higher Education in Europe, 26(1), 69-76. Pellas, N., Kazanidis, I., & Fotaris, P. (2018). Facebook and Moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the Community of Inquiry (CoI) model. Perez-Foguet, A., Lazzarini, B., Gine, R., Velo, E., Boni, A., Sierra, M., … Trimingham, R. (2018). Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies. Journal of Cleaner Production, 172, 4286-4302. Pigliapoco, E., & Bogliolo, A. (2005). Global accessibility of higher education: Using ICT to build a worldwide campus. Proceedings of EISTA, 5. Porras, J. T., Alcántara-Manzanares, J., & García, S. R. (2018). Virtual platforms use: a useful monitoring tool. EDMETIC, 7(1), 242-255. Rodriguez, C., Hudson, R., & Niblock, C. (2018). Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects. British Journal of Educational Technology, 49(3), 337-353. Romiszowski, A. (2018). The future of E-learning as an educational innovation: Factors influencing project success and failure. Revista Brasileira de Aprendizagem Aberta e a Distancia, 2. Sansone, N., Ligorio, M. B., & Buglass, S. L. (2018). Peer e-tutoring: Effects on students’ participation and interaction style in online courses. Innovations in Education and Teaching International, 55(1), 13-22. Sarafzade, A., Bishop, P., Nagle, J., Tilden, G., & Oettinger, M. (2018). Educational Proficiency Development and Assessment System. US Patent App. 15/580,198. Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education, 36, 1-12. Soffer, T., Kahan, T., & Livne, E. (2017). E-assessment of online academic courses via students’ activities and perceptions. Studies in Educational Evaluation, 54, 83-93. Soler, R., & Sarsa, J. (2012). Integration of the Information and CommunicationTechnologies in the Teaching-Learning Processes: The Inclusive School. International Journal of Information and Education Technology, 2(5), 564. Stella, A., & Gnanam, A. (2004). Quality assurance in distance education: The challenges to be addressed. Higher education, 47(2), 143-160. Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs. Tait, A. (2018). Open Universities: the next phase. Asian Association of Open Universities Journal. Tawafak, R. M., Romli, A. B., bin Abdullah Arshah, R., & Almaroof, R. A. S. (2018). Assessing the Impact of Technology Learning and Assessment Method on Academic Performance. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2241-2254. Thorne, M., & Macgregor, C. (2018). Pedagogy and Learning for Sustainability in a Virtual World Scaffold. En Authentic Virtual World Education (pp. 9-23). Springer. Uziak, J., Oladiran, M. T., Lorencowicz, E., & Becker, K. (2018). Students’ and Instructor’s Perspective on the use of Blackboard Platform for Delivering an Engineering Course. The Electronic Journal of e-Learning, 16(1), 1. Yago, H., Clemente, J., Rodriguez, D., & Fernandez-de-Cordoba, P. (2018). ON-SMMILE: Ontology Network-based Student Model for MultIple Learning Environments. Data & Knowledge Engineering, 115, 48-67. Zheng, Q., Chen, L., & Burgos, D. (2018). Design Model for MOOCs in China. En The Development of MOOCs in China (pp. 149-165). Springer.
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Details

Primary Language English
Journal Section Articles
Authors

Jose Capacho This is me 0000-0002-9529-1327

Miguel Jımeno This is me 0000-0001-5398-7070

Augusto Salazar This is me 0000-0002-1063-7561

Publication Date July 1, 2019
Submission Date August 5, 2018
Published in Issue Year 2019

Cite

APA Capacho, J., Jımeno, M., & Salazar, A. (2019). Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT. Turkish Online Journal of Distance Education, 20(3), 103-118. https://doi.org/10.17718/tojde.601907