Implementación de un modelo integrado de gestión académica con LMS en el sistema universitario

Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 237 Implementation of an Integrated Academic Management Model with LMS in the University System Implementación de un modelo integrado de gestión académica con LMS en el sistema universitario 在大学系统中实施与LMS的学术管理一体化模式 Внедрение интегрированной модели академического менеджмента с LMS в университетской системе Emma Margarita Wong-Fajardo Santo Toribio de Mogrovejo Catholic University [email protected] https://orcid.org/0000-0002-3775-379X Mery Mendoza-Rodas Santo Toribio de Mogrovejo Catholic University [email protected] https://orcid.org/0000-0001-7927-479X Ronald Hernández-Vásquez Santo Toribio de Mogrovejo Catholic University [email protected] https://orcid.org/0000-0003-1263-2454 Hugo Saavedra-Sánchez Santo Toribio de Mogrovejo Catholic University [email protected] https://orcid.org/0000-0002-7823-9586 Dates · Fechas Recibido: 2022-09-12 Aceptado: 2022-12-02 Publicado: 2023-01-01 How to Cite this Paper · Cómo citar este trabajo Wong-Fajardo E. M., Mendoza-Rodas, M., Hernández-Vásquez, R., & Saavedra-Sánchez, H. (2023). Implementation of an Integrated Academic Management Model with LMS in the University System. Publicaciones, 53(2), 237–254. https://doi.org/10.30827/publicaciones.v53i2.26826 License 4.0 BY-NC-SA Publicaciones. Facultad de Educación y Humanidades del Campus de Melilla Depósito legal: GR-94-2001 · eISSN: 2530-9269 · pISSN: 1577-4147 Editor: Facultad de Ciencias de la Educación y del Deporte de Melilla (Universidad de Granada) Original Articles Artículos Originales Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 238 Abstract The quality of a country’s higher education is a fundamental cornerstone for its development; this involves restructuring and self-evaluating study programs, as well as systematizing academic processes. The Universidad Católica Santo Toribio de Mogrovejo, in response to these challenges and to national quality regulations, the Sistema Nacional de Evaluación, Acreditación y Certificación de Calidad Educativa (National System of Evaluation, Accreditation and Certification of Educational Quality - SINEACE) and the Superintendencia Nacional de Educación Superior Universitaria (National Superintendency of Higher University Education - SUNEDU), made improvements in academic processes using information technology. This research shows the results of the experience of implementing an integrated academic management model using Learning Management Systems (LMS) in a university context and explains the various phases that made up this proposal. The study is applied technological research with a quantitative approach, the sample was a census, complemented by the focus group technique and the application of semi-structured interviews. The most important results indicate that: The implementation of the integrated model of the technological platforms within the Virtual Campus (Teaching-Learning System, Academic Management System and Curriculum Management System) and integration of the LMS allow evidencing the levels of achievement of the competencies of the graduate profile and the deployment of the integrated academic management system with LMS and provides significant support to the activities of the teaching-learning process at the Universidad Católica Santo Toribio de Mogrovejo (USAT). Keywords: curriculum, educational management information systems, higher education, learning process, occupational qualifications. Resumen La calidad de la educación superior de un país es un pilar fundamental para su desarrollo; ello implica reestructurar y autoevaluar programas de estudios, así como sistematizar los procesos académicos. La Universidad Católica Santo Toribio de Mogrovejo, en respuesta a estos retos y a las normativas nacionales de calidad, el Sistema Nacional de Evaluación, Acreditación y Certificación de Calidad Educativa (SINEACE) y la Superintendencia Nacional de Educación Superior Universitaria (SUNEDU), incorporó mejoras en los procesos académicos con el uso de Tecnologías de la Información. La presente investigación muestra resultados de la experiencia de implementación de un modelo integrado de gestión académica con los Learning Management Systems (LMS) en un contexto universitario y se explican las diversas fases que conformaron esta propuesta. El estudio corresponde a una investigación tecnológica aplicada con enfoque cuantitativo, la muestra fue censal complementándose con la técnica focus group y la aplicación de entrevistas semiestructuradas. Los resultados más importantes indican que: La implementación del modelo integrado de las plataformas tecnológicas dentro del Campus Virtual (Sistema de Enseñanza-Aprendizaje, Sistema de Gestión Académica y Sistema de Gestión Curricular) e integración de los LMS permiten evidenciar los niveles de logro de las competencias del perfil de egreso y el despliegue del sistema integrado de gestión académica con LMS y brinda un significativo soporte a las actividades del proceso de enseñanza-aprendizaje en USAT. Palabras clave: competencia profesional, enseñanza superior, plan de estudios, proceso de aprendizaje, sistema de información sobre la administración de la educación. Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 239 Аннотация Качество высшего образования в стране является фундаментальной основой ее развития; это подразумевает реструктуризацию и самооценку учебных программ, а также систематизацию академических процессов. Католический университет Santo Toribio de Mogrovejo, отвечая на эти вызовы, а также на национальные правила качества, национальную систему оценки, аккредитации и сертификации качества образования и национальный надзор за высшим университетским образованием, включил усовершенствования в академические процессы с использованием информационных технологий. Это исследование показывает результаты опыта внедрения интегрированной модели академического менеджмента с системами управления обучением (LMS) в университетском контексте и объясняет различные этапы, которые составили это предложение. Исследование соответствует прикладному технологическому исследованию с количественным подходом, выборкой послужила перепись населения, дополненная методом фокус-групп и применением полуструктурированных интервью. Наиболее важные результаты показывают, что: Реализация интегрированной модели технологических платформ виртуального кампуса (система преподавания-обучения, система академического менеджмента и система управления учебными программами) и интеграция LMS позволяет подтвердить уровни достижения компетенций профиля выпускника и развертывания интегрированной системы академического менеджмента с LMS и обеспечивает значительную поддержку деятельности процесса преподавания-обучения в USAT. Ключевые слова: высшее образование, учебная программа, учебный процесс, профессиональная компетентность, информационная система управления образованием. 摘要 一个国家的高等教育质量是其发展的根本支柱。这意味着我们需要重组和自我评估学习 计划，以及将学术过程系统化。Santo Toribio de Mogrovejo天主教大学为应对这些挑战和 国家质量法规，国家教育质量评估、认证和认证体系以及国家大学高等教育监管机构，通 过使用信息技术改进学术流程。本研究展示了在大学环境中实施具有学习管理系统 (LMS) 的综合学术管理模型的结果，并解释了构成该提案的各个阶段。该研究采用定量方法的应 用技术研究，样本通过焦点小组技术和半结构化访谈的应用进行了补充。最重要的结果表 明： 虚拟校园内技术平台集成模型（教与学系统、学术管理系统和课程管理系统）的实施和 LMS 的融合允许展示学生能力的成就水平，LMS 系统所提供的毕业生概况和综合学术管 理系统的部署为 USAT 的教学过程活动提供了重要支持。 关键词：高等教育，课程，学习过程，专业能力，教务信息系统。 Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 240 Introduction Today, traditional education models have been overtaken by new academic needs, where each student has an independent way of learning. As a result, universities seek the support of information technologies (IT) to provide solutions to these needs (Arias-Navarrete et al., 2021). According to UNESCO (2007), technology provides universal access to education and contributes to reducing differences, improving quality, relevance and management in learning. Therefore, education cannot stay away from the evolution of ICTs; it is necessary to take advantage of connectivity resources in society and their high relation in the educational context (Báez-Pérez & Clunie-Beaufond, 2020; Cordero Guzman & Ramón Poma, 2021). Over recent decades, new learning modalities have been established, such as online and blended, known as mixed, and it is essential for them to integrate LMS in universities. LMS (acronym for “Learning Management System”) platforms are necessary resources to be included in the university pedagogical environment as a means of teaching, enhancing the technology-education relationship (Soler-Rodríguez et al., 2021). For educational organizations, there was a strong increase in the need to develop information and integrated educational environments that combine the educational function with educational management. LMS are tools that provide opportunities to ensure the effective implementation of an innovative policy of the higher education institution (Zabolotniaia et al., 2020) due to their effective learning model that allows solving teaching problems in favor of achieving a better understanding of knowledge in students (Gunawan et al., 2020) In order to achieve the interoperability of applications and LMS, it is necessary to know their security and infrastructure characteristics, according to the type of LMS and the internal systems that manage their teaching-learning processes in the institution. For a university, it would be significant to articulate the LMS with: i) the student registration system; ii) the academic performance registration, iii) evaluating teaching materials; iv) activating or deactivating teachers and v) managing the “seed” components of academic spaces and others (Herrera-Cubides et al., 2019). At universities, the implementation of LMS has spread to 99%, being used by 85% of users, even registering 56% of daily use. However, despite these rates, users do not take advantage of their functionalities. Therefore, it is necessary to establish guidelines to use all the capabilities that these environments offer (Rodrigo-Cano et al., 2019). In 2016 the Sistema Nacional de Evaluación, Acreditación y Certificación de la calidad (SINEACE) published its new “Accreditation Model for Higher University Education Study Programs” considering 34 quality standards for study programs. This generated the need to implement improvements in academic processes through the use of Information Technology (IT) in Peruvian universities. Self-evaluating processes and restructuring study programs “have emerged as priority elements to gain access to accreditation and continuous improvement” (Casas & Olivas, 2011, p. 54). A large number of Peruvian universities claim to have a competency-based education. The Universidad Católica Santo Toribio de Mogrovejo (USAT), located in the city of Lambayeque, has been founded 25 years ago and is included among these institutions; Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 241 however, the analysis of the teaching-learning process by competencies revealed some important difficulties to be addressed, such as: • Lack of uniform criteria in the planning and implementation of courses; divergence in the evaluation system of syllabi of the same course, failure to deliver grades to students on time; there was no organized and systematized information on the level of achievement of the competencies attained by students during their studies and upon graduation from the university. • Lack of integration of the information available in the virtual campus that recorded the final grades of the course with the information of the virtual classroom (Moodle), which contained the record of the partial grades, showed different weightings to the evaluation system considered in the syllabus, these aspects generated inconsistency of the information of both platforms and additional operating load to the teacher, having to keep an additional record of the evaluations in Excel or in the virtual classroom grader, this exposed to calculation errors causing claims from the students. The main objectives of the experience have been: • Implement the integrated academic management model to support the teaching-learning process and integrate the technological platforms of the Virtual Campus with the LMS that favor the achievement levels of the competencies of the graduate profile. • Train key and end users in the use of the new integrated academic management model. • Have a uniform planning that allows the development of the syllabi with a competency-based approach: performance indicators, evidence and instruments aligned to a valid competency-based evaluation to achieve the graduate profile. • Show the levels of achievement of the competencies stated in the students’ graduation profile. In view of the problems and objectives stated, there is a need to review and propose a teaching-learning system that reflects the level of achievement of the competencies of the graduate profile in all academic programs and therefore, the following research question is posed: To what extent does proposing a model supported by the integration of academic management systems with Learning Management System - LMS help to verify the level of achievement of the competencies stated in the graduation profile of university students? This experience responds to the problems found and the question exposed, and describes the results of the implementation of an integrated academic management model with LMS that starts in 2018 and is implemented in 2019, the detailed procedure as well as the findings are described and developed in this research. Method This research has a quantitative approach and is based on technological research, which according to Cegarra (2004), allows the creation of new practical applications and the improvement of processes. Likewise, the research when proposing the im- Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 242 provement of the teaching-learning processes at USAT to optimize the indicators of competence achievement uses the level of applied technological research, which according to Espinoza (2014), allows “designing technologies of immediate application in the solution of problems seeking efficiency and productivity”; the same author indicates that it is framed in the systemic research method which faces the problem in all its complexity, relating all the parts and the resulting emerging properties. Participants The sample was census because the experience includes all USAT academic programs. Of the total sample, in the discovery phase, 5 focus groups were carried out with the participation of the Vice President for Academic Affairs; academic coordinator; deans of the 5 schools, and a selected group of 20 undergraduate professors who develop and apply the curriculum plans in the different academic programs, 27 people: 41% women and 59% men, whose ages range between 25 and 58 years. During the modeling and automation phases, 26 working meetings were held with the participation of the same people included in the discovery phase. The execution phase implemented the integrated academic management system with LMS and involved a total of 305 professors from the different academic programs: 58.2% men and 41.8% women between the ages of 30 and 65, and students from all academic programs (8,656): 57% women and 43% men, between the ages of 17 and 26. Instruments The focus group was applied to USAT managers and allowed the collection and analysis of information in the discovery phase. This technique asked participants to respond to semi-structured interviews with questions organized according to technical issues such as: teaching-learning process, regulations related to curriculum management, curriculum plans, syllabus development, functionality of the virtual campus and virtual classroom, among other topics. Procedure Each participant was given an informed consent form, which was read and signed, thereby respecting ethical principles. The objectives of the research were explained, specifying that the data would be analyzed individually and its treatment would be confidential. The focus groups were held in places and times agreed upon by the research team and the participants. A total of 26 meetings were held in the period from 2018 to 2020, the objective of which was to develop the implementation phases that consider (Figure 1): (1) Discovery; (2) Modeling; (3) Automation and; (4) Execution. During 2018, three phases were carried out: Discovery (where information was collected and the problem to be solved was detected), modeling (the process flow and their interrelationships were designed) and automation (implementation of the academic system with LMS). In 2019, the execution phase began, which implemented the system by deploying the technical support module to deal with incidents and requests for improvement. Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 243 Figure 1 Phases for the development of the implementation of an integrated academic management model with LMS Discovery phase: the focus group was applied as an instrument for information collection with the participation of the office of vice president for academic affairs (VRA); deans and professors, who have direct influence in the development and application of the curriculum plans, documents that guide the teaching-learning process of the different academic programs of USAT; likewise, a review of the general regulatory framework was carried out. Modeling phase: Bizagi modeling software was used to design the process flow of the integrated academic management system, which includes reports of performance indicators consistent with the proposed learning outcomes, collection of evidence, instrument development and application related to expected learning, in accordance with the syllabi of the curriculum plans of the various programs. The areas of quality, office of the vice president for academic affairs and Information Technology (IT) participated in this phase. Automation Phase: It deployed the analysis, implementation and integration of the integrated academic management system and integration with the LMS, through the following activities: • Develop the backlog or system requirements; the Business Process Model and Notation (BPMN) was applied in the teaching-learning process and the software components that would have to be built to support the activities and interactions with external process activities were identified. • Estimate the IT infrastructure resource capacity, based on the number of documents (files) that the system will have to generate and store in order to size the storage capacity to be allocated and test response times. • Design the architecture carried out in three stages: (1) Architecture, identified the hardware and software components to be used as well as the technical feasibility of academic system integration implemented on a Microsoft platform with LMS that is in free software; (2) Data model: It involved analyzing the entities of the existing academic system and identifying the new entities of the teaching-learning system, and the relationship with the entities of the data model of the LMS platform, ensuring the referential integrity of the data, traceability and Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 244 query performance; (3) IS prototypes: The university has design patterns for the system interfaces that enable adequate usability, prototypes of forms, reports and indicators were developed and validated by users. • - Implement the technological platforms within the Virtual Campus (Teaching-Learning System, Academic Management System and Curriculum Management System) and integrate them with LMS, an aspect developed by the IT area using the Scrum framework; two teams were established, one for the development of the teaching-learning system and its integration with the existing academic system and the other for the development of the integration with LMS. The execution phase was developed during two academic semesters: 2019-I: The main focus was to socialize the process (activities, formats, reports and indicators) with all the users involved, and to execute it manually using only spreadsheet templates as a support tool in order to: (1) make key users aware of the importance of the change; (2) validate the process by the users themselves and (3) obtain initial feedback from the users on the new process. 2019-II: The integrated academic management system with LMS was deployed to support the activities of the teaching-learning process to date. Teams were organized to be able to deploy to all users in order to cover the necessary aspects: • VRA: Methodological consultant of the model • Quality Analysts: Consultant of the process activities, one analyst per School was appointed to be the first line of consultation during the transition. • Systems Analysts: consultant for the software tool, a project leader and a team of specialists were appointed to support the new platform. The execution phase includes the transition plan (Figure 2), which focused on identifying the main stages of the deployment based on the activities of the academic schedule and aligned to the activities of the new process. Training was given to both key users and end users and included two topics: description of the process by VRA with the support of the quality area and use of the new IT tool by the systems area. Dissemination began with the preparation of support material (slides, videos and examples) and then the change was communicated to all users directly or indirectly involved. The use included preparing a training environment and a real environment, configuring access to all users and conducting workshops to provide support to the user during the first experience using the tool in the real environment. Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). Implementation of an Integrated… 245 Figure 2 Transition plan for the integrated academic management model with the LMS All stages of the transition plan follow the process of the execution phase shown in Figure 3. Figure 3 Process followed in the execution phase of the integrated academic management model with the LMS Publicaciones 53(2), 237-254. https://doi.org/10.30827/publicaciones.v53i2.26826 Wong-Fajardo E. M. et al. (2023). 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