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Learning Management System-Based Evaluation to Determine Academic Efficiency Performance

Authors
  • santiago, brenda juárez
  • olivares ramírez, juan manuel
  • rodríguez-reséndiz, juvenal
  • dector, andrés
  • garcía, raúl garcía
  • eduardo gonzález-durán, josé eli
  • sánchez, fermín ferriol
Publication Date
May 22, 2020
Identifiers
DOI: 10.3390/su12104256
OAI: oai:mdpi.com:/2071-1050/12/10/4256/
Source
MDPI
Keywords
Language
English
License
Green
External links

Abstract

At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety&ndash / Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%.

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