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E-learning management process and its effects on

the community

Proceso de administración de la educación virtual y sus efectos en la

comunidad

Margarita De Lourdes Alejandro Solano

ABSTRACT

This research work raises the needs of virtual

communities, from the mastery of technologies for the

development of student competencies, to meet the

commitment of quality standards in education, to generate

high school graduates with performance skills so that they

can face a working world that requires the application of

computer tools. The descriptive statistics showed that the

majority of students regularly connect to virtual classes as

pedagogical support and reinforcement to comply with the

activities of the educational cards of the Let's Learn

Together at Home Plan. Students who cannot connect due

to lack of internet access, receive the cards in person to

comply with the Ministry of Education's requirements.

Keywords: Virtual Education - Methodology - Community

- Virtual Education

RESUMEN

El presente trabajo investigativo plantea las necesidades de

las comunidades virtuales, desde el dominio de las

tecnologías para el desarrollo de las competencias del

estudiante, hasta cumplir con el compromiso de los

estándares de calidad en educación, para generar

bachilleres con capacidades de desempeño a fin de que

puedan enfrentarse a un mundo laboral que exige la

aplicación de herramientas informáticas. La estadística

descriptiva permitió dignosticar que la mayoría de

estudiantes se conecta regularmente a las clases virtuales

como apoyo pedagógico y refuerzo para cumplir con las

Master in Informatics Education, Academic Vice Rector, Educational

Unit "Guillermo Ordóñez Gómez", vicenocturnagog@gmail.com,

margalesol_mas@hotmail.com, https://orcid.org/0000-0001-8692-

202X

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actividades de las fichas educativas del Plan Aprendemos

juntos en Casa. Los estudiantes que no pueden conectarse

por falta de acceso al internet, reciben las fichas de forma

presencial a fin de que se cumpla con lo dispuesto por el

Ministerio de Educación.

Palabras clave: Educación Virtual – Metodología –

Comunidad

INTRODUCTION

The challenge of education in a digital era with an interdisciplinary approach, demands

the change from the conventional school based on a single type of content to a new

flexible curriculum that integrates the mastery of technological tools in a globalized

world, these are used as learning strategies to achieve the development of a new

scientific knowledge in order to make the student an innovative, creative, social and

flexible professional to the great educational changes. (Solano, 2019, p.36).

The innovation of knowledge constitutes the development of faculties, abilities and

capacities that allow the learner a superior learning with which he/she can develop in a

society dominated by technology and access to sources of work that require

cooperation, creativity and attitude to face the permanent changes of the labor world,

which is currently competitive.

Schools, with digital platforms, have the option to make pedagogical processes more

flexible for students through the articulation of web applications in order to continue

with the educational service. (Sandoval, 2020, p. 1).

The current problem of the global pandemic, forced the Ministry of Education to take

precautionary measures to safeguard the health of the entire educational community,

implementing the plan "Let's learn together at home", forcing the education system to

immerse itself in a new mode of study, synchronous and asynchronous virtuality has

become a gap in education, Taking as a reference the UE "Guillermo Ordóñez Gómez",

in a study conducted it is evident that 60% of regular education students connect through

the zoom platform or teams, 35% by Whatsaap and 5% who do not connect and work

with pedagogical cards, delivered physically in the IE or if applicable in their respective

homes.

The Ministry of Education is in a constant monitoring of the faithful compliance with

quality standards, for such reason the need of the Teacher regarding the application of

a new methodology, in such a way that it can develop learning strategies based on the

use of technological resources to meet the achievement of the proposed objectives in

education. (Solano, 2019, p. 38).

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Faced with the new educational scenarios, the challenge that most EI's face is to maintain

virtual contact with students, so the digital illiteracy of teachers has contributed to

reduce learning achievements in education.

However, perhaps the most significant effect that Web 2.0 has had is the transformation

that it has generated in the roles and dynamics of the different actors involved in the

training process, where the teacher goes from being the "possessor of knowledge" to

being the "facilitator" of the training process, and the student goes from being an

organism that stores information, to an active subject of his process, focused on

developing communication skills, flexibility, argumentation of personal opinions, among

others. (Figueredo, 2020, p. 146).

The importance of the development of meaningful learning, the good use of web 2.0

tools will provide the teacher with the necessary methodologies to induce the

transformation of knowledge, promote the development of skills and attitudes so that

the learner can get used to his own life project within a contemporary society. The

direct beneficiaries are the teachers who will update their knowledge in the technological

tools and the students who will sustain their knowledge under a new constructivist

model.

The evolving technology of the 21st century requires continuous training in the mastery

of web 2.0 tools, in this sense it is very important to be innovative to capture the

attention of students and to be able to achieve the construction of meaningful learning

that allows them to develop their language skills, the capabilities to function in a new

society. (Solano, 2019, p. 40).

Virtual education currently plays a very important role in the educational process,

guiding the student in the proper use of these resources will allow an optimal scientific

training, the learner in the role of researcher will be characterized by constant self-

training in the educational process.

Digital literacy "is a more complex process than mere training in the use of hardware

and software" (Area, Moreira & Vidal, 2012, p. 25). An integrated and comprehensive

model of digital literacy must develop different competency dimensions: instrumental,

cognitive-intellectual, sociocommunicative, axiological and emotional. In order to

develop these dimensions, skills for reading comprehension, written communication,

autonomous learning and the use of Web 2.0 tools are essential for students to analyze

and interpret information, communicate in writing using different tools and have the

ability to learn by themselves.(Orozco, 2017, p. 147).

Transforming education is the duty of every teacher and fulfilling educational goals is an

institutional obligation. The use of ICT in L2 teaching is currently a great challenge in the

training of future teachers, as well as in the professional development of current

teachers, because as interaction and collaborative learning paradigms emerge, the image

of the teacher as a transmitter of knowledge becomes less valid (Elliot, 2009). In this

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sense, participation in communities of practice (COP) is presented as a training and

collaborative learning alternative that allows its members to generate and share

knowledge on a specific topic. (Bedoya, 2018, p. 123).

Today's globalized world is subject to demands that entail structural changes, where

learning in the management and application of technological resources is no longer a

luxury but a necessity, therefore education in this digital era is indispensable, new

learning requires scientific research based on the development of technical skills and the

search for solutions to complex issues to efficiently impact the professional development

of the learner.

Interactive virtual educational innovation provides the beneficiaries with a learning

experience that goes beyond the acquisition of knowledge or specific skills, assuming the

term innovation in a global way, which not only includes the traditional patents or

development of hard technologies (Hard), but also encompasses its impact on the social

and environmental, whatever its break in time and space or what presents its new quality,

whether incremental or radical Suarez (2015) , as it offers a series of alternatives, ideas

and initiatives to build and promote the schools of the XXI century, with a vision framed

in the digital community, in line with today's society. (Cardoso, 2018, p.3)

The Ministry of Education in order to raise the levels of quality standards in each of the

Educational Institutions, has implemented virtual platforms in order to meet the training

needs of students, so that the teacher can develop learning strategies based on the use

of technological resources to meet the achievement of student learning, For this reason,

the virtual education adopted this year, due to the global confinement, allows fulfilling

the educational purposes and adapting the teaching process to a system that requires

technological tools to develop the essential skills necessary for the development of skills

and competences of the student.

The teaching process requires organization and planning on the part of the educator, in

this order of ideas, the planning of pedagogical activities requires thinking about the

methodology and the most appropriate resources so that the programmatic contents

can be developed in the students in an appropriate manner. (Sandoval, 2020, p. 3).

In this context, the proper use and application of ICT's plays a very important role in

the educational process, allowing the teacher to create an innovative environment in

order to induce the student towards a scientific training, transforming him/her into a

researcher in order to build meaningful learning that promotes the development of skills

and competencies to develop in a competitive society.

The contextual approach that allows virtual teaching of teacher availability at all times to

provide information, solve queries or help solve problems, seems to provide students

with greater self-confidence than in other teaching modalities, the same happens with

the flexibility of schedules and the presentation of tasks, which facilitates that each

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student can advance at their own pace, moving away from the learning environment the

pressure and anxiety to meet deadlines and tasks. (Cardoso, 2018, p.7)

In this sense, digital tools constitute new spaces for knowledge management, where the

student finds integrated sources of information he needs, accessing the full text of

documents and virtual services, this friendly environment provides the required answers

immediately, accessing the information that clears the doubts and guides the resolution

of problems effectively, allowing a reliable scientific research.

Technological change is altering the way educators deliver subject matter content. The

growth and widespread acceptance of the Internet has resulted in the creation of Virtual

Learning Environments (VLEs) in teaching at any educational level. (Urdiales & Flores,

2020, p.1)

This virtual educational model requires the application of new methodologies and

techniques to motivate students in their intellectual self-enrichment, in the self-discipline

of study in order to develop intellectual abilities and skills that allow them to perform as

integral professionals contributing significantly to the progress of their community.

Teachers are committed to the integral formation of young people responsible with

society, the environment and good living, seeking continuous improvement in education,

implementing learning standards of educational excellence, through the effective

management of its resources for sustainable institutional development.

Communication tools are currently popular and easily accessible due to the great

demand in the commercial market, assuming its use by society as a lifestyle, according

to Perez et al, in his book "Educating in the digital age", states that: "the internet is an

inexhaustible storehouse of information, a database, concepts and theories, an excellent

and lively library available to everyone" (2012, p. 59). This statement leads to the world

of Web 2.0 and the incorporation of these resources for the interconnection of learners

and meaningful learning, allowing interaction in the classroom contributing with the

achievement of the objectives set out in the skills to be developed under the scheme of

the professional profile. (Solano, 2017, p. 25).

The growth and spread of Information and Communication Technologies (ICTs) has

developed a massive interest in how computers, other devices and internet tools can

benefit and enhance educational processes and encourage the use of technology in the

classroom (Rahmany et al., 2014). One resource offered by ICTs are Virtual Learning

Environments (VLEs) also known as Online Learning Platforms (OLP), Learning

Management System (LMS), or Learning Course System (LCS). The different

denominations can have specific utilities depending on the purpose of study. (Urdiales &

Flores, 2020, p.1)

For this reason, new technologies allow access to all information through virtual

platforms for the self-education of a young person or adolescent, the inexhaustible store

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of information leads the student in the development of perceptive, associative and

reactive skills to various events presented in pages linked to each other, a world full of

information whose access allows the teacher to interact in an innovative environment,

capture their attention and improve their collective expression through the

development of their own talents.

In order to develop the skills required in each of the competency dimensions of digital

literacy, it is necessary to consider, first of all, the scarce cognitive skills and structural

knowledge with which students enter the university level. Backhoff and Tirado (1993)

conducted an investigation at the Autonomous University of Baja California (UABC),

where they used the Examination of Basic Skills and Knowledge (EXHCOBA) as an

instrument. They evaluated structural concepts and cognitive skills and distributed the

items in three sections: basic skills (elementary level), basic knowledge (secondary level)

and basic knowledge for specialty (high school level). (Orozco, 2017, p.7)

The use of virtual platforms, are accesses that will admit the link between the

technological world and the student. The digital tools will be the didactic resource that

will allow the young and adolescent to become the own architect of the development of

knowledge and understanding, creating a technological bridge that will lead the learner

to be the precursor of his mental abilities.

The information age in which we live is characterized by the accelerated and exponential

pace of production and consumption of fragmented knowledge, digital technologies have

created a new scenario for thinking, learning and communication, have changed the

nature of the tools available for thinking, acting and expressing oneself". (Gómez, 2012,

p. 61). For such reason the internet shows a window into the digital world, a medium

so powerful that it configures and shapes what is visualized, what one wants to do and

what one plans to create, this process can be considered a space for interpretation and

for action, a platform for the exchange of information and active communication.

(Solano, 2017, p. 25), to create this information bridge, the incursion of new technologies

in everyday contexts has made them present in the different spheres of society.

According to the report presented by UNESCO in 2015 on the strategic approach to

ICT in education in Latin America and the Caribbean, it demands that the educational

system, in the countries of the region, requires an update of educational practices as

well as contents, which should be in line with the advances of the new knowledge society.

(Sandoval, 2020, p. 2).

The student can access these tools through various electronic devices and at any time,

so it is essential that the teacher can induce the proper use of these technological

resources and above all that they can master them. Teachers obtain better results in an

interactive class based on the application of multimedia tools, than with a traditional

class, because the student can interact with others and thus develop a collaborative work

and strengthen their knowledge. (Solano, 2017, p. 21).

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In this context, there are different technological tools that allow the learner to interact

with their environment, the proper education in the management of different

applications that are constantly updated, will lead to the acquisition of new learning that

will allow access to these tools, achieving the development of cognitive skills of the

student and the goals set in education.

It is important to highlight that the irruption of ICTs in school contexts highlights the

importance of a new definition of roles, especially for students and educators. The

former, thanks to these new tools, can acquire greater autonomy and responsibility in

the learning process, which forces the educator to leave his classic role as the only

source of knowledge. Lugo (2010) states that "this generates uncertainties, tensions and

fears; a reality that forces a creative readjustment in school institutions". Therefore, for

the new virtual modality in education, the educator must not only be able to apply

technologies to the service of education, but must also have the skills and abilities to

design new educational scenarios where students can learn to move and participate in

the telematic space (Echeverría, 2000),

From the teaching point of view, one of the main causes of the success of a professional

is quality education, in the XXI century we must know the new technologies, learning is

no longer repetitive, it is based on the construction of knowledge, through the use of

digital tools the student will have access to a wide collection of information that will

allow him to master the web 2.0 tools, for this reason access to this information is

essential.

In the new scenario for schools, the guidelines about virtuality, we must keep in mind a

new variable in the teaching-learning process, the computer screen or mobile device,

teachers are forced to modify their way of working towards an encounter with the new

technological rules, becoming the organizer between students and objects of knowledge,

permanently stimulating initiative and active learning with creation, communication and

participation mediated by the articulation of ICT tools, as mentioned by Paba-Medina, et

al (2020) "the expectations in the use of ICT to improve the training process are very

high and the reality has fallen very short" (p. 17).

The educational system, through the new curricular proposal, admits a productive

change in the educational community, through the adequate use of technological

resources, even more so in a digital era where education implies mastering information

and communication technologies; this same system intends to encourage the application

and use of different strategic programs that generate productive changes in the

curriculum.

The Ministry of Education has implemented the Educational Plan "Let's Learn Together

at Home" in order to provide continuity to the educational process that allows the

development of basic skills essential to qualitatively and quantitatively record the

achievement of learning and progress in the comprehensive development of students.

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This plan has, among other resources, pedagogical cards of Learning Experiences for

children of Initial Education and Preparatory General Basic Education; in addition to

pedagogical cards of projects for students of Elementary General Basic Education, Middle

School, High School and Baccalaureate.

The activities proposed in the pedagogical cards are designed to work with the support

of the family and in an autonomous manner; they are diverse and are designed to find

solutions to everyday situations in order to recognize and value the student's potential

as an individual and as an actor within groups and work teams.

The Educational Unit "Guillermo Ordóñez Gómez", has carried out the educational plan

"We learn together at home" which is based on an educational strategy to meet the

challenges of education in emergency contexts, for which in this period has been

designed a Prioritized Curriculum by sub-levels. This curriculum is characterized by

promoting an autonomous teaching-learning process, which is developed in a face-to-

face or blended learning manner and is applicable to the diverse educational offerings

and learning needs, according to the contexts of the community.

In accordance with the above, it can be said that it is perhaps myths, prejudices and high

expectations that may be the most damaging to "virtual", open and distance education,

conceived exclusively as school-based and face-to-face education, both in our country

and abroad. While it is true that this offers a wealth of opportunities not only for

education, but for other types of activities (interaction, informative, recreational, etc.),

it is also true that the so-called Information and Communication Technologies (ICT) and

the Internet have transformed human relationships, cognitions, customs and habits,

generating both positions for and against the benefits and paradigm shifts towards the

virtuality of education and, therefore, towards virtual education. (Göller, 2013, p. 7).

Under the pedagogical and cognitive aspect of "virtual", open and distance education,

and the irruption of the acclaimed "competencies", "meaningful learning", etc., hand in

hand with the process of globalization, the dialectic undertaken by those in favor and

those against it, turns, in the first place, on the question of whether or not surfing is

learning. The same applies to the question of whether or not interactivity on the Internet

generates learning. This is followed by the dilemma of whether searching for information

on the Internet is easy or not so easy. Then we come up against the question of whether

the school or institution with the Internet is modern or remains the same. Next comes

the question of whether communicating online results in better human communication.

Then we move on to bigger issues, such as whether the hypermediality of the internet,

i.e. its non-linearity, favors learning processes. (Göller, 2013, p. 9)

Given the reality of our educational system, where technological tools support virtual

education as an active methodology that takes into account diversity and the access of

all to education as fundamental principles of this task. Virtuality is applied as a strategy

of pedagogical accompaniment by teachers. The activities and participation proposed by

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teachers focus on the development of reading and writing, the different possibilities of

expression and communication, mathematical thinking skills, rational and critical thinking,

individual and cooperative work, life skills, values formation and emotional support.

MATERIALS AND METHODS

Faced with the reality of the current educational system due to the health emergency, it

is necessary to seek a balance between the teaching-learning processes, the current

context and the reality of the students in the educational institutions. In order to carry

out this research, descriptive statistics were used for the analysis of quantitative data, as

well as to describe the different results with their respective statistical analysis and

qualitative interpretations, in order to determine the essence of the cause or effect

phenomenon supported by the results obtained. To reinforce the results of the

statistical analysis, the following methodology is proposed:

In the development of participatory methodologies, it always starts from the context

and the experience of the participants, providing a space for reflection and creative

analysis of reality. The methodological principle is participation. For this it is necessary

to achieve communication and direct consensus with the educational community and

civil society actors.

RESULTS

In the current context, educational activities at the Guillermo Ordóñez Gómez

Educational Unit have been affected by the COVID-19 pandemic. From the data

provided by the teachers of the institution, it can be affirmed that 15% of the students

of the institution do not participate in the educational activities (withdrawn), although

not in all cases parents have informed that they withdraw their children from the

educational process. Some 5% of the students do not log on and 80% of the students log

on (not all of them on a regular basis) and participate in the educational process.

Of the group of students who are presumed to have withdrawn (15%), it was determined

that 17% do not enroll due to illness (COVID-19), marriage, change of institution. 17%

are studying in the next higher year. 17% are studying in the next higher year. 33%

withdrew from the group or did not connect. And 33% do not take evaluations for the

2019-2020 school year.

Of the group of students who are connected (80%), 56% of the students tend to connect

constantly or permanently and 44% do so occasionally. These data show that the

educational process has been maintained and will be maintained, providing the best

alternatives to comply with the LOEI.

Students who connect occasionally have a variety of factors, including: unemployed

parents, parents hospitalized for COVID-19, health problems of various family members,

families who do not have a phone or internet (neighbors lend them phone and internet).

Of the group of students who are connected (80%), 75% have no problem in the delivery

and presentation of their activities, but 25% have problems in the delivery of their

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activities, the representatives allege that the lack of knowledge of the operation of the

computer tools complicated compliance.

Most students connect to virtual classes, it can be affirmed that science, as a model of

interpretation of reality, allows to form more critical, reflective and responsible human

beings; capable of understanding and questioning the world around them, thanks to

virtual platforms, it is intended to educate the student towards a digital culture, the

proper use of websites will allow a creative learning that involves the dual process of

assimilation and training, through discovery and cognitive, procedural, attitudinal, social

and metacognitive reconstruction of knowledge.

Given the need to interact in the new virtual communities, it is intended that teachers

achieve mastery of technological tools as methodological strategies so that they can use

these resources as a means to achieve their objectives and develop the planned skills, in

order to improve the student's teaching-learning; taking into account that teachers will

be the successful mentors in the development of the textual communicative approach

and the learning routes that will be used as a reference guide.

Mastering and interacting with web 2.0 tools presents a new approach to learning,

meeting expectations in a new scenario of relatively easy, immediate, generalized and

inexpensive knowledge, where collaborative work networks that share interests,

information and development projects are encouraged, in order to meet the needs of a

diverse and complex community.

The changes generated in each process have allowed that in just factions of seconds

millions of data can be obtained from a computer, as well as a video call that can allow

interaction with family, friends to share experiences and keep us informed, in these times

of confinement by the Covid-19 pandemic, has become a fundamental tool for effective

communication between virtual communities and is the only means that allowed us as

individuals to consolidate the bonds of friendship and solidarity among family members.

The commitment of the Educational Institutions is to generate competent high school

graduates, with performance capabilities, so that they can face a working world that

requires the application of computer tools, this leads to the continuous training of

teachers so that they are the true trainers of children, youth and adolescents in all

educational areas.

DISCUSSION

The research problem is that virtuality in times of pandemic has not achieved the

objectives of institutions that are free education with quality and warmth, since there

are a thousand students at the country level who do not have internet to access virtual

classes which leads to a dropout rate evidenced in studies conducted in educational

institutions as indicated by the Minister of Telecommunications Andres Michelena, with

these results there is evidence of a digital divide in the education system since many

teachers were not trained to take on this digital challenge.

In this context it can be said that the educational community was not prepared for the

technological evolution, despite the efforts made by the Government in terms of teacher

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training, access to the topics of the projects that are transmitted on television and radio,

many students have dropped out, and of the number of students who are connected

very few attend and understand the contents programmed for the proposed objectives.

The current scenario regarding virtual education is not promising, since due to the lack

of connectivity, quality standards have not been met. For this reason, the present study

allows promoting virtual education as a fundamental axis for the formation of human

beings; members of the educational community must be trained in order to crystallize

the educational objectives and break the paradigms in digital technology. The need for

permanent feedback is evident so that the levels of knowledge can consolidate the

learning required by the students.

CONCLUSIONS

Educational Institutions base their principles on collaborative and participatory work and

integrate all members of the Educational Community in the different learning processes.

For this reason, and in accordance with the laws implemented by the Ministry of

Education that allow the creation of environments of participatory coexistence without

discrimination of race or society, an Educational Project model has been reconstructed

to provide the student with a quality and warm education, prevailing the different values

that forge the culture of young people and adolescents.

The student can access these tools through various electronic devices and at any time,

so it is essential that the teacher can induce the proper use of these technological

resources and above all that they can master them. Teachers obtain better results in an

interactive class based on the application of multimedia tools, than with a traditional

class, because the student can interact with others and thus develop a collaborative work

and strengthen their knowledge. For this reason, it is necessary to establish strategies

and activities that guarantee educational quality in the provision of educational services

to families that do not accept the attendance of students in educational facilities; The

Plan Aprendemos juntos en Casa (Let's learn together at home), the reflection among

teachers on the adaptation, flexibilization and curricular prioritization for the

organization of priority learning on the application of the curriculum in the educational

emergency; as well as for the student evaluation; allows the balance, evaluation and

planning of the actions of accompaniment and teacher tutoring for the work at home of

the students.

The methodological strategies that teachers must apply to establish contact,

communication, permanence and active search of all the students of the educational

establishment, in order to know their needs and commit them and their families to

remain in the educational system, entail making continuous phone calls and in extreme

cases mobilization to the student's home in order to comply with the teacher's work.

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