Analysis of the Use of Technological Tools in University Higher Education using the Soft Systems Methodology

Bernaola, Alexandra Ramos; Tipula, Marianne Aldude; Moltalvo, Jose Estrada; Sandoval, Valeria Senas

doi:10.14569/ijacsa.2020.0110754

Cited by 11 publications

(11 citation statements)

References 5 publications

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“…Regarding this, Almenara and Gimeno [30] pointed out that almost 98% of teachers are located only at a first level of mastery of virtual tools, making use only at an elementary level of information and communication technologies (ICT). On the other hand, Bernaola et al [31] it is indicated that the training and development of digital skills in teachers were accelerated due to the pandemic and virtual teaching, reflecting that 83.0% of teachers participated in virtual courses and 67.0 % were trained in the use of virtual tools.…”

Section: Resultsmentioning

confidence: 99%

“…The evaluation of teaching performance in higher education has been carried out by various procedures and methods, such as: teacher selfassessment, assessment by peers and academic managers, and assessment by students [28], [29]. It can be said that knowing the perception of students in relation to teaching through virtual tools allows measuring the degree of satisfaction with the quality of distance teaching-learning, which today represents a continuous effort of each one of higher education institutions [30], [31].…”

Section: Introductionmentioning

confidence: 99%

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Teaching through virtual tools and its effect on the perception of student satisfaction

Chamorro-Atalaya

Morales-Romero²,

Quispe-Andía³

et al. 2022

IJEECS

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In this context of virtualization, the educational sector has seen the need to make use of technological advances, for this reason it is important to know the perception of students, after having fully adapted distance learning through tools. virtual, which have allowed teachers and students to maintain the pedagogical link at a distance, either through the virtual classroom or through the use of simulation software. In this sense, the objective of this article is to identify the perception of teaching through virtual tools in university students and determine its level of effect or relationship in student satisfaction. This research is approached from a qualitative approach using the Likert measurement method and a content analysis methodology using virtual instruments. The results of the study indicate that 92.9% and 89.3% of the students are satisfied, these results focus on the indicators "absolves the questions asked regarding the use of virtual tools" and "knowledge shown by the teacher in the development of the sessions through virtual tools”. Likewise, the correlational analysis, through Spearman's Chi square test, establishes that there is a high relationship or significant effect of 0.850 between the perception of teaching through virtual tools with student satisfaction.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching through virtual tools and its effect on the perception of student satisfaction

Chamorro-Atalaya

Morales-Romero²,

Quispe-Andía³

et al. 2022

IJEECS

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“…Guiding an intervention by objectives based on stakeholders' values can result in consequences more aligned with stakeholders' expectations. Recent applications of SSM like Bernaola, et al (2020), Khayame & Abdeljawad (2020), de Lima Medeiros, Terra & Passador (2020), Sharma, et al (2019), Radfar, et al (2014 and Hanafizadeh & Ghamkhari (2019) focus effort in a few transformations (or in a single transformation) but they do not provide details about any other transformations that may be discarded.…”

Section: Discussion On the Framework Proposed And Its Applicationmentioning

confidence: 99%

Combining Value-Focused thinking and soft systems methodology: A systemic framework to structure the planning process at a special educational needs school in Brazil

Françozo

Paucar‐Caceres

Belderrain

2021

Journal of the Operational Research Society

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Soft systems methodology (SSM) is a well-known Problem Structuring Methods that has proven effective when tackling problematic situations. To model different perceptions of a problematic situation, SSM encourage stakeholders to propose possible transformation likely to improve the situation. The more transformations compiled the richer the process become; but in practice, managing higher number of transformations presents a challenge. Value-Focused Thinking (VFT) is an approach designed to obtain and structure stakeholders' valuebased objectives. In an SSM application, stakeholders ascribe their value-based objectives to the transformations proposed; we propose a multi-methodological framework in which VFT analysis is added to a revised version of SSM (Re-SSM). This allows to reduce the transformations to a manageable number. We applied the (Re-SSM)-VFT framework to a single casestudy to structure/define policies/practices in planning the inclusion of students with special educational needs in a Brazilian Federal High School. In applying the framework, we found that from more than 40 initial SSM transformations only 8 transformations were needed to reach 4 out of 5 objectives. Results suggest that it is possible to save time/effort in the planning process by considering transformations associated with the stakeholders' value-based objectives enabling efficient systemic plans, aligned with their expectations.

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“…In Peru, there were educational problems in the teaching of children during the COVID-19 pandemic [8]. They had student delays because virtual classes were not proposed.…”

Section: Introductionmentioning

confidence: 99%

Designing a Mobile Application using Augmented Reality: The Case of Children with Learning Disabilities

Lazo-Amado¹,

Cueva-Ruiz²

2022

IJACSA

Self Cite

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The learning disorder has several difficulties to learn correctly; in many cases they have more stress because they do not understand the subjects proposed by the teacher. The aim of the research is to propose an innovative plan to design a mobile application for the treatment of learning disabilities using augmented reality in primary education. In this way, we used a methodology called Design Thinking that has five phases, empathize, define, devise, prototype and testing, which facilitates us in identifying the problems for itself to have solutions to these problems. For the prototype we used tools such as Marvel App, which is responsible for the layout of the mobile application. TinkerCad allows us to design the 3D model of the educational games and finally App Augmented Class to create the augmented reality model. The results obtained were through a survey about the prototype; identifying the acceptance about the prototype by parents for the usefulness of this idea for their children with learning disabilities, with 76% that the prototype is ideal for children. In addition, the prototype was validated by five experts, resulting in 85.4% acceptance. As a conclusion of the research is the achievement of a good design for a solution to the problems of children with learning disabilities to have a better understanding and to be free from stress.

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Analysis of the Use of Technological Tools in University Higher Education using the Soft Systems Methodology

Cited by 11 publications

References 5 publications

Teaching through virtual tools and its effect on the perception of student satisfaction

Teaching through virtual tools and its effect on the perception of student satisfaction

Combining Value-Focused thinking and soft systems methodology: A systemic framework to structure the planning process at a special educational needs school in Brazil

Designing a Mobile Application using Augmented Reality: The Case of Children with Learning Disabilities

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