Factors that mediate the success of the use of online platforms to support learning: the view of university teachers

Abstract

The goal of this research is to analyze the factors that mediate the success of the use of online learning support platforms, based on the perceptions of a focus group of university professors, with a qualitative methodological approach. The sample consisted of 11 mathematics professors who taught three subjects to 9 240 incoming students, during seven semesters between 2018 and 2021. Through open coding, 17 factors were identified that mediate the success of the online learning support platform. Through axial coding, 5 categories were determined that summarize the relationships between the different factors, namely: obstacles, impediments that teachers must face when teaching; teacher contribution, factors that indicate the added value that teachers find in the classroom from the implementation of online training; student, reception given by students to the online training; reinforcement, factors related to the medium used to develop the online training; platform, factors related to the strategy itself and how to improve it. Finally, through selective coding, it was possible to integrate and redefine the central categories, obtaining as a result an implementation model of the online platform, which can explain and contribute to the success of other similar experiences at the university level.

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…Moreover, ICT can generate innovative and creative learning media in which it can construct an interesting mathematics learning environment. Generally, the utilization of ICT in mathematics learning can be categorized to be three functions, such as interactive Compact Disk (CD), learning tools like as mathematics software, and learning resources involving the internet like as online platforms [79,80]. Some mathematics software, such as DGS and CAS can facilitate teachers in presenting and explaining mathematical contents and make easy students in understanding mathematics concepts and solving mathematics problems [81,82].…”

“…Generally, the utilization of ICT in educational field has three main functions consisting of interactive Compact Disk (CD), learning aids like as the use of learning software, and learning sources in internet form with all of components [79,80]. Moreover, particularly in mathematics education, Valverde-Berrocoso et al [17] mentioned that ICT has two mainly fundamental roles, such as ICT-based mathematics learning and ICT-assisted mathematics learning.…”

Exploring Human Values and Students’ Aspiration in E-Learning Adoption: A Structural Equation Modeling Analysis

“…Today, the utilization of ICT marks the beginning of a new era in education [4]. This technology supports and facilitates the shift from teacher-centered to student-centered learning [5]; it has been demonstrated that ICT and e-learning can improve the quality of higher education [6,7]. This shift aligns with the goals of sustainable development by promoting active engagement, motivation, and skill acquisition among students.…”