Learning Management System-Based Evaluation to Determine Academic Efficiency Performance

Brenda Juárez Santiago, Juan Manuel Olivares Ramírez, Juvenal Rodríguez-Reséndiz, Andrés Dector, Raúl García García, José Eli Eduardo González-Durán and Fermín Ferriol Sánchez
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Brenda Juárez Santiago: Facultad de Ingeniería, Universidad Internacional Iberoamericana, Campeche 24560, Mexico
Juan Manuel Olivares Ramírez: Ingeniería, Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico
Juvenal Rodríguez-Reséndiz: Facultad de Ingeniería, Universidad Autónoma de Querétaro, Querétaro 76010, Mexico
Andrés Dector: CONACYT–Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico
Raúl García García: Ingeniería, Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico
José Eli Eduardo González-Durán: Instituto Tecnológico Superior del Sur de Guanajuato, Guanajuato 38980, Mexico
Fermín Ferriol Sánchez: Facultad de Ingeniería, Universidad Internacional Iberoamericana, Campeche 24560, Mexico

Sustainability, 2020, vol. 12, issue 10, 1-17

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–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%.

Keywords: learning management system; integrating information communication technologies; educational management; e-learning; academic efficiency (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10)

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