Alvarez-Blanco Lucia, Castro-Lopez Adrian, Cervero Antonio
Department of Educational Sciences, University of Oviedo, Oviedo, Spain.
Department of Business Administration, University of Oviedo, Oviedo, Spain.
Eur J Psychol Educ. 2022 Nov 10:1-18. doi: 10.1007/s10212-022-00649-2.
ICTs have been increasingly involved in teaching-learning processes due to the potential offered by the tools as well as to the set of demands derived from the political and health situations of the social environment. In this sense, the introduction of virtual campuses as complex systems that centralize the entire technological component that complements traditional teaching processes has meant a change of paradigm with repercussions at the teaching and pedagogical level. In this context, the purpose of this study aims to analyze students' perception of the use of virtual campus and how to enhance the quality of the educational process using intelligent systems. For this purpose, 318 students that use virtual campus have been surveyed. The results show that there are three variables that predominantly influence the quality of teaching-learning processes using virtual campuses: frequent contact with teachers through the platform, the digital competence of the student, and the adaptation of training content to the students' prior knowledge. This information can be useful, as it allows them to establish guidelines to guide the practices of their teaching teams in technological environments, guaranteeing the suitability of the teaching-learning process and improving the evaluation processes and the assessment of their own educational work.
由于这些工具所提供的潜力以及社会环境的政治和健康状况所产生的一系列需求，信息通信技术越来越多地参与到教学过程中。从这个意义上说，引入虚拟校园作为集中补充传统教学过程的整个技术组件的复杂系统，意味着教学范式的转变，并在教学和教学法层面产生了影响。在此背景下，本研究旨在分析学生对虚拟校园使用的看法，以及如何利用智能系统提高教育过程的质量。为此，对318名使用虚拟校园的学生进行了调查。结果表明，有三个变量主要影响使用虚拟校园的教学过程质量：通过平台与教师的频繁接触、学生的数字能力以及培训内容与学生先验知识的适配性。这些信息可能会很有用，因为它使他们能够制定指导方针，以指导其教学团队在技术环境中的实践，确保教学过程的适用性，并改进评估过程以及对他们自己教育工作的评估。
