Evaluation of Virtual Learning Environments (VLE). Its Contribution to Educational Improvements

  Mexican Social Security Institute, Puebla (Mexico)

  Mexican Social Security Institute, Puebla (Mexico)

  Mexican Social Security Institute, Puebla (Mexico)

https://doi.org/10.58262/C80-2025-02

Keywords

Virtual Learning Environment, Sistematic Evaluation, Perceived Usefulness, Ease of Use, Perception of the Student.

Abstract

Virtual learning environments (VLEs) are spaces for interaction that facilitate communication and exchange of resources, designed and implemented by the teacher to develop competencies in students, although it has eliminated geographical barriers, synchrony and face-toface, however the transition to virtual requires a technological adaptation and acceptance that is estimated from the usefulness and ease of use of the VLE perceived by the student. Therefore, a systematic evaluation process of virtual environments is useful to make improvements. The purpose of this study is to evaluate the virtual learning environment in the development of the Education Seminar of the IMSS specialization courses, Puebla, from the perspective of graduate students. A mixed study of a sequential explanatory type, application of a VLE instrument (Estrada Villa y Boude Figueredo, 2015) and open questions on evaluative aspects, data analysis using descriptive and inferential statistics and through grouping and categorization. Non-probabilistic sampling for convenience, the study was developed with total adherence to the guidelines and ethical considerations in research. Sample 151 participants 60.9 % female, 39.1% male, x 32 +/- 4.07, overall VLE rating excellent 35.1 %, very good 33.8 %, 2.6 % poor, p = NS considering year of residence, gender, or dimensions of the instrument, PS perceived technological acceptance and ease of use p = 0.015 and 0.013 of the 1st year of residency, Rho positive: technical, pedagogical aspects and tutor role. Qualitative findings: benefits regarding ease of use and perceived usefulness, drawbacks due to connectivity and overlapping of academic-care activities.

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