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Jou nal o In o ma ion Sys ems Enginee ing and Managemen
2022, 7(4), 18027
e-ISSN: 2468-4376
h ps://www.jisem-jou nal.com/
Resea ch A icle
Ins uc ional Design o a Vi ual Teaching-Lea ning
En i onmen (VTLE): P ocess, S uc u e And Valida ion
By Expe s
No ka Bed egal-Alpaca1 *, Do is Tupacyupanqui-Jaén1, Lucy Delgado-Ba a1, Ka im Gue a a1,
Le icia Lau a-Ochoa1
1 Uni e sidad Nacional de San Agus ín de A equipa, A equipa, Pe ú
*
Co esponding Au ho :
[email p o ec ed]du.pe
Ci a ion: Bed egal-Alpaca, N., Tupacyupanqui-Jaén, D., Delgado-Ba a, L., Gue a a, K., & Lau a-Ochoa, L. (2022). Ins uc ional Design o a
Vi ual Teaching-Lea ning En i onmen (VTLE): P ocess, S uc u e And Valida ion By Expe s. Jou nal o In o ma ion Sys ems Enginee ing and
Managemen , 7(4), 18027. h ps://doi.o g/10.55267/iad .07.12535
ARTICLE INFO
ABSTRACT
Recei ed: 02 Sep 2022
Accep ed: 15 Oc 2022
To design and implemen quali y aining ac ions, eache s ollow a conscious and non-
ou ine p ocess, so i is use ul
o ha e a model ha
s anda dizes and guides his p ocess. Cou ses designed o i ual en i onmen s mus espond
o models ocused on s uden lea ning, so a design based on he cons uc i is app oach is p oposed ha iden i ies
he lea ning objec i es, g oups he con en s in
o uni s, in ol es he s uden in lea ning and e alua ion ac i i ies;
p oposes imely eedback and p omo es he ans e o knowledge and he de elopmen o skills and a i udes. To
alida e he p oposed design, 10 expe s we e selec ed. To quali y hem,
he coe icien o expe compe ence was
calcula ed and o collec hei app ecia ion o he p oposed ins uc ional design, a ques ionnai e wi h Like -
ype
scale ques ions was applied. The esul s show ha he gene al assessmen o he expe s is posi i e
and consis en
wi h he p oposal.
Keywo ds: Ins uc ional design; i ual eaching-lea ning en i onmen s; cons uc i is app oach; expe judgmen .
INTRODUCTION
The de elopmen o ICT has gene a ed a new global o de
in di e en a eas, he educa ional in i s aining p ocess has
been s ongly in luenced by his phenomenon. ICT-suppo ed
aining p ocesses a e a aining al e na i e a all educa ional
le els. “Wi h he ad en o new echnologies, he emphasis o
he eaching p o ession has changed om a eache -cen e ed
app oach o p ima ily s uden -cen e ed aining wi hin an
in e ac i e lea ning en i onmen ” (UNESCO, 2005).
To acili a e his ansi ion, echnology is being in eg a ed
in o aining p ocesses, ei he o complemen he ace- o- ace
model o o implemen a dis ance model. Fo (G os Sal a e al.,
2011) epea ing a adi ional eaching model, based on he
mas e class, is no longe iable. The in eg a ion o echnologies
poses challenges o s uden s and eache s, he i ual eaching-
lea ning en i onmen s ha a e o med a e mo e complex, so
eache s mus be in cons an aining and educa ional
ins i u ions in cons an enewal. Only hen will hey be able o
mee he demands o oday's socie y (Meneses, 2009).
The ools linked o web 2.0 such as Vi ual Educa ional
Pla o ms (LMS) allow he implemen a ion o coope a i e
lea ning ac i i ies h ough s a egies such as o ums, wikis,
among o he s. “ICTs suppo changes —o inno a ions— in
adi ional pedagogical p ac ices. A good p ac ice o ICT use is
one ha no only eplaces p e ious p ac ices, bu also
undamen ally con ibu es o a change ha p o ides added
alue o he pedagogical p ocess” (Sunkel e al., 2012). Fo
(Llo ens La go, 2012), ICTs a e among he ex e nal elemen s
wi h he g ea es impac on educa ion; howe e , hey mus be
assumed and used as suppo ools in he aining p ocesses.
Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
2 / 9
The e a e se e al s udies ela ed o VTLE, (He e a, 2005)
p esen s an ins uc ional model ocused on he basic unc ions
o lea ning echnologies. (Ca illo, 2018) designs a i ual
lea ning en i onmen media ed by he Moodle pla o m, o
suppo he eaching o ma hema ics in seconda y educa ion.
(Oswaldo T oncoso e al., 2010) use Web echnologies as
en iching elemen s o he aining p ocess. (Vásquez, 2016),
desc ibes he Salamanca Model (MoSal-b) o implemen b-
lea ning in highe educa ion. (Juca Maldonado e al., 2020)
analyze he phases ha mus be implemen ed in a b-lea ning
model and a i m ha Moodle is he ideal pla o m o achie e
wha he model p oposes. (Bed egal-Alpaca, 2019) designs a
i ual en i onmen based on b-lea ning o a o i ual
u o ing. On he o he hand, acco ding o (Salinas, 2005), o
ensu e ha wo k in an VTLE a o s lea ning, he concu ence
o h ee unc ions is equi ed: pedagogical, echnological and
o ganiza ional.
In addi ion, in a VTLE i is possible o comply wi h he
ecommenda ions gi en by (Twigg, 2007) in ela ion o he
p inciples ha mus be aken in o accoun o he
implemen a ion o an e ec i e i ual cou se. Thus, con ac
be ween s uden s and eache s can be p omo ed and ecip oci y
and coope a ion be ween pee s can be de eloped using some
ea u es o he LMS such as email, elec onic ideo con e ence,
cha , o ums, blogs and wikis. Fu he mo e, unc ionali ies ha
make i possible o p o ide imely eedback, in e ac i i y and
p o ide pe sonalized ea u es acco ding o he lea ning le els
achie ed by s uden s a e o he u mos impo ance.
In his o de o ideas, he objec i e o his wo k is o p esen
he p ocess ollowed in he design, s uc u e and alida ion o a
Vi ual Teaching-Lea ning En i onmen (VTLE) so ha
in e ac ion spaces a e gene a ed ha acili a e he eaching-
lea ning p ocesses, spaces ha anscend beyond he physical
class oom and ha p o ide cha ac e is ics o in e ac i i y ha
place he s uden a he cen e o he aining p ocess.
METHODOLOGY
Type o esea ch: This is applied esea ch as i aims o
imp o e he quali y o li e and con ibu e o he cons uc ion o
new knowledge. The case s udy me hod was chosen based on
he p oposal o (S ake, 2007), which allowed us o ake as a
pa icula case an online cou se unde he b-lea ning modali y.
Phases: The i s phase comp ises a documen a y e iew o
p ima y and seconda y sou ces, he heo ies and models ha
a e he heo e ical basis o he esea ch we e consul ed.
In o ma ion on i ual eaching-lea ning en i onmen s,
ins uc ional design and didac ic s a egies was s uc u ed. In
he second phase, he mos impo an aspec s ha could
con ibu e o he design o he Vi ual Class oom we e
iden i ied: analysis o he educa ional p oblem, design and
de elopmen . In he hi d phase, he echnique o expe
judgemen was used o alida e he p oposed ins uc ional
design.
Selec ion o expe s: Acco ding o (Maxwell, 1996), a
delibe a e selec ion was made in o de o iden i y po en ial
expe s, i.e. he people selec ed me he c i e ia o accessibili y,
g ea e p oximi y o he subjec o ins uc ional design and o
i ual eaching-lea ning en i onmen s. Ten expe s we e
selec ed who me he abo e c i e ia.
Collec ion echniques: A su ey was applied o he expe s
o ind ou hei opinion on he cha ac e is ics o he p oposal.
Da a analysis: P ocess ha consis s o sys ema ically
o ganizing he da a collec ed du ing he esea ch, in o de o
he esea che o achie e he indings (Flo es and Valenzuela,
2012). Thus, in o de o quali y he expe s, he coe icien o
expe compe ence was calcula ed and o collec hei
app ecia ion o he p oposed ins uc ional design, a
ques ionnai e wi h 5-le el Like - ype scale ques ions was
applied. The ques ions we e o ganized in o 6 dimensions:
Teaching objec i es and compe ences, pedagogical app oach,
ac o s and communica ion, s a egies and con en s, academic
ac i i ies and e alua ion and ICT in eg a ion. The answe s
ob ained in he su ey we e analyzed using s a is ical
echniques.
THE PROPOSAL
The implemen a ion o VTLE is an oppo uni y o inno a e
in he o ma i e p ocess. Fo VTLE o be e icien , acco ding o
(E adze and Laanpe e, 2014), i mus be designed, aking in o
accoun pedagogical aspec s such as: eaching me hods,
o ganiza ion and p esen a ion o con en s, echniques and
p ocesses o e alua ion, ype o in e ac ion be ween s uden s
and eache s.
The design o an VTLE mus ha e a pedagogical app oach
ha guides he didac ic and me hodological s a egies o
p omo e meaning ul lea ning in s uden s (Agui e and G i in,
2012). The ADDIE model was ollowed o he de elopmen o
he p oposal; his model is associa ed wi h quali y design
(McG i , 2000). Figu e 1 summa izes he p oposed
ins uc ional design, he elemen s analyzed and he di e en
wo k momen s.
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Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
Figu e 1
. Ins uc ional Design P oposal o Vi ual Teaching-Lea ning En i onmen s
Table 1.
Lea ning p ac ices
1
Lea ning p ac ice Resou ce Pu pose
Readings
Digi al ex s, links, downloadable iles P esen a s udy documen (in PDF o ma ) o guide he s uden . I should be
p oposed in each o he s udy uni s. I will se e as he basis o e alua ing
he app op ia ion o concep s and/o he pe o mance o asks.
Resea ch Links o web si es, iles, downloadable,
sha ed documen s, ideos, sea ch engines
The esea ch can be done indi idually o in eams. I he esea ch is
indi idual, a monog aph, an essay, an in o ma ion o ganize can be
commissioned. I he esea ch is ca ied ou in eams, he c ea ion o a wiki, a
websi e, a blog can be p oposed; s uden s wo k collabo a i ely on a speci ic
opic.
Guided dialogue Discussion o ums, e-mail, messaging. In a o um, he p o esso mus p opose a opic and ask o olun a y o
compulso y pa icipa ion o he s uden s. The p o esso also ac s as
mode a o o he s uden s' pa icipa ion.
Case s udy Links o websi es, downloadable iles,
ideos, sea ch engines, e c.
I can be done indi idually, bu i is p e e able o wo k in eams. The
p o esso p oposes a ele an case, he s uden s mus apply he knowledge
acqui ed o he solu ion o he case. The s uc u e o he epo mus be
de ined in ad ance. The epo mus be made a ailable o all s uden s
pa icipa ing in he expe ience.
Table 2.
Educa ional ma e ial o he i ual class oom
Ma e ial Pu pose Examples
Digi al iles Files whose con en is ela ed o he subjec o s udy.
I can include ex , images, diag ams, e c.
Ma e ial p epa ed by he p o esso . Ma e ial elabo a ed by o he
au ho s. Academic a icles. In og aphics
Videos, audios Audio isual ma e ial whose con en is ela ed o he
opic o s udy and allows o an in-dep h s udy o i .
Audio isual ma e ial p epa ed by he p o esso . Audio isual
ma e ial elabo a ed by o he au ho s.
Links
URL ha se es as a link o some elemen on he Web:
websi e, downloadable ile.
Links o ma e ial ha expands he basic in o ma ion o he
subjec : books, a icles, magazines, e c. Links o specialized
websi es on he subjec .
Fo ums, cha , ins an
messaging, email
Synch onous and asynch onous communica ion
be ween class oom use s.
Fo ums o discussions, ques ions, que ies, ile uploading, e c.
Cha and mail o communica ion and messaging, sending o
asks, e c.
G aphics, images,
na iga ion bu ons.
Concise g aphic ma e ial ha con eys in o ma ion
isually, g aphically, quickly, and easily assimila ed.
P esen a ions. In og aphics. Visual o ganize s. S a is ical g aphs.
Comics
Sea ch engines and
da abases
Tools o sea ching (on he web) o speci ic
in o ma ion use ul o he s uden 's aining.
Sea ch engines o scien i ic and academic in o ma ion. Lib a ies,
ins i u ional eposi o ies, e c.
1 Own design, adap ed om Pe e Van Pol, 2012. A ypology o e-lea ning p ac ices. Vi ual EDUCA
Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
4 / 9
Analysis o he educa ional p oblem
The in es iga ion begins by iden i ying he p oblem and i s
possible causes, he con ex is desc ibed, and a solu ion is
p oposed.
In gene al, he aining p ocesses a e ca ied ou unde he
ace- o- ace model, he mee ings be ween eache s and
s uden s a e held in class ooms, gene ally wi h he mas e class
s a egy, suppo ed by p ojec ion equipmen and audio isual
ma e ial. In he cu en con ex o he COVID-19 pandemic, he
con inemen o ced o mig a e owa ds an eme gency emo e
educa ion model in which physical class ooms we e eplaced
by synch onous sessions conduc ed h ough a
ideocon e encing sys em. In his con ex , he need o in eg a e
he b-lea ning modali y and he design and implemen a ion o
i ual eaching-lea ning en i onmen s (VTLE) was de ec ed.
The nex s ep is o de ine he ins uc ional goals and he opics
o be augh , he minimum con en s o be de eloped should be
de ined conside ing he ime and he con en uni s. Also, he
ma e ial and human esou ces necessa y o he
implemen a ion o he VTLE mus be iden i ied.
VTLE design
Based on he esul s o he analysis phase, he aining
s a egy is planned (Meza, 2013), o which he ollowing
objec i es should be conside ed:
• Design ac i i ies, ocused on s uden lea ning.
• Plan he design, s uc u e, esou ces and ac i i ies so ha
hey espond o he lea ning ou comes de ined in he
cu iculum
• Iden i y he esou ces and ac i i ies o e ed by he LMS in
which he VTLE will be wo ked and ha will suppo he
de elopmen o he subjec .
Sugges ed lea ning p ac ices a e lis ed in Table 1.
I is impo an o iden i y he educa ional ma e ial ha will
acili a e lea ning and will be placed in he i ual class oom.
Table 2 shows examples ha can be used.
Conside ing he ou en i onmen s ha occu in an VTLE:
knowledge, collabo a ion, counseling, and expe imen a ion,
ollowing (He e a, 2005), i is necessa y o de ine he concep ual
elemen s o i ual lea ning- eaching en i onmen s:
ins uc ional design and in e ace design.
Table 3 p esen s he guidelines on which he ins uc ional
design is based. Table 4 shows he guidelines ollowed in he
design o he i ual class oom in e ace.
Table 3.
Ins uc ional model guidelines
Ins uc ional Design Guidelines Sugges ed ac i i ies
Ac i a e he p ocesses o assimila ion and
accommoda ion o knowledge.
Encou age he s uden o sea ch and p ocess
in o ma ion.
P opose challenges ha can be o e come by
s uden s.
Con on a ion o p e ious knowledge o common sense. Use o he deba e echnique.
P oposal o in o ma ion sou ces wi h opposing app oaches, e c.
Sea ch, analysis, syn hesis, and compa ison o in o ma ion. Elabo a ion o sus ained
pe sonal opinions.
Ac i i ies ha a e challenging and ela ed o knowledge, ime condi ions, esou ces and
possibili ies.
Es ablish dynamic in e ac ion p ocesses.
P omo e he de elopmen o c i ical hinking skills
S imula e sel -lea ning and he de elopmen o
li elong lea ning skills.
Ac i i ies ha engage subs an ia ed pe sonal o g oup opinions. Timely eedback.
Ac i i ies in ol ing p ocesses o obse a ion, ela ionship, compa ison, deduc i e-
induc i e easoning, e c.
Ac i i ies ha in ol e p e ious expe iences and lea ning. Ac i i ies ha de elop ICT skills
o sel -lea ning.
Ac i a e he p ocesses o assimila ion and
accommoda ion o knowledge.
Encou age he s uden o sea ch and p ocess
in o ma ion.
P opose challenges ha can be o e come by
s uden s.
Con on a ion o p e ious knowledge o common sense. Use o he deba e echnique.
P oposal o in o ma ion sou ces wi h opposing app oaches, e c.
Sea ch, analysis, syn hesis, and compa ison o in o ma ion. Elabo a ion o sus ained
pe sonal opinions.
Ac i i ies ha a e challenging and ela ed o knowledge, ime condi ions, esou ces and
possibili ies.
Es ablish dynamic in e ac ion p ocesses. Ac i i ies ha engage subs an ia ed pe sonal o g oup opinions. Timely eedback.
P omo e he de elopmen o c i ical hinking skills
S imula e sel -lea ning and he de elopmen o
li elong lea ning skills.
Ac i a e he p ocesses o assimila ion and
accommoda ion o knowledge.
Ac i i ies in ol ing p ocesses o obse a ion, ela ionship, compa ison, deduc i e-
induc i e easoning, e c.
Ac i i ies ha in ol e p e ious expe iences and lea ning. Ac i i ies ha de elop ICT skills
o sel -lea ning.
Con on a ion o p e ious knowledge o common sense. Use o he deba e echnique.
P oposal o in o ma ion sou ces wi h opposing app oaches, e c.
Encou age he s uden o sea ch and p ocess
in o ma ion.
Sea ch, analysis, syn hesis, and compa ison o in o ma ion. Elabo a ion o sus ained
pe sonal opinions.
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Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
Table 4.
In e ace design guidelines
In e ace design guidelines Requi ed elemen s
P omo e access o he social en i onmen , conside ing he elemen s o
he LMS ha will allow he s uden o in e ac .
Encou age access o he na u al en i onmen , conside ing he elemen s
o he LMS wi h which he s uden will iden i y he ac i i ies o be
pe o med.
P o ide access o he documen a y con ex , conside ing documen s ha
allow he s uden o ha e e e ences o he opic o be co e ed.
In e ac ion ools such as email, discussion o ums, ideocon e ence, cha ,
e c.
Images ha ha e educa ional pu poses o ha ac i a e he s uden 's
memo y. Anima ions o explain some con en o concep . Simula o s and
i ual eali y when p ac ical ac i i ies a e needed wi hin he lea ning
en i onmen .
In o ma ion bases wi h he necessa y con en s o he lea ning. Hype ex
when he e a e eadings o when i is necessa y o go deepe in o a opic.
Recommended eadings.
Managemen o a en ional esou ces, conside ing dosed in o ma ion
and di e se s imuli o pe cep ual channels o cap u e he s uden 's
a en ion.
Elimina ion o unnecessa y in o ma ion. Use o simple and cohe en
na iga ion schemes. A oidance o di icul o ead ex s.
Managemen o mo i a ional esou ces, conside ing he elemen s ha
should be inco po a ed in o he LMS o mo i a e s uden wo k.
Emphasis on ele an aspec s. Dosage o in o ma ion. Inhibi ion o
in e e ence om he en i onmen .
Va ied s imuli. Di e en pe cep ual channels. In en ional use o
anima ions. Elimina ion o unnecessa y elemen s. Planned managemen
o isual elemen s.
Mo i a ional elemen s ha do no become dis ac o s.
In e ace design guidelines
P omo e access o he social en i onmen , conside ing he elemen s o
he LMS ha will allow he s uden o in e ac .
Requi ed elemen s
In e ac ion ools such as email, discussion o ums, ideocon e ence, cha ,
e c.
Encou age access o he na u al en i onmen , conside ing he elemen s
o he LMS wi h which he s uden will iden i y he ac i i ies o be
pe o med.
Images ha ha e educa ional pu poses o ha ac i a e he s uden 's
memo y. Anima ions o explain some con en o concep . Simula o s and
i ual eali y when p ac ical ac i i ies a e needed wi hin he lea ning
en i onmen .
P o ide access o he documen a y con ex , conside ing documen s ha
allow he s uden o ha e e e ences o he opic o be co e ed.
In o ma ion bases wi h he necessa y con en s o he lea ning. Hype ex
when he e a e eadings o when i is necessa y o go deepe in o a opic.
Recommended eadings.
Figu e 2. P oposed s uc u e o uni s and opic
Vi ual Class oom S uc u e
Aspec s such as in e ac ion, language use and isual
communica ion a e conside ed. Bo h he s uc u e and he
in e ace a e suppo ed by didac ic p oposals ha p omo e
s uden lea ning ou comes. A leas 5 ypes o modules ha e
been conside ed, being possible o add o he ypes depending
on he na u e o he aining p og am. The modules conside ed
a e p esen a ion, lea ning, inal p ojec , assessmen , and
su eys (Figu e 1).The p esen a ion module se es o publicize
he cha ac e is ics o he subjec , he way in which i will be
de eloped and o he elemen s ha cons i u e he pedagogical
and didac ic p oposal. The ollowing elemen s ha e been
conside ed: in oduc o y pa ag aph and/o welcome o he
cou se, iden i ica ion o he eache who will each he cou se,
p esen a ion o he subjec syllabus, explana ion o he i ual
class oom model and explana ion o he communica ion ools.
The lea ning modules will be used o de elop a uni and/o
opic (Figu e 2). The s uden will use he con en s o he
module o acqui e knowledge o he opic in ques ion. Fo a
lea ning module, he ollowing elemen s ha e been
conside ed: i le, objec i es and/o summa y, educa ional
ma e ial ela ed o he con en o be de eloped, ac i i ies in
acco dance wi h he didac ic s a egy de ined o he cou se
and o p o ide spaces o in e ac ion. Follow-up and lea ning
e alua ion ac i i ies should be con empla ed.
The pu pose o he inal o in eg a i e p ojec module is o
he s uden o de elop o apply he knowledge acqui ed. The
p ojec can be done indi idually o in eams. The eache will
de e mine he s uc u e o he module acco ding o he na u e o
he subjec and he p ojec . Basically, i will ga he he
in o ma ional elemen s o he p esen a ion module and he
s uc u e o he lea ning modules. The design o his in eg a ing
ac i i y mus con empla e he in eg a ion o he con en s
de eloped, p omo e he ans e o knowledge, and he
de elopmen o he compe encies es ablished in he syllabus.
I is con enien o include an e alua ion module whose
s uc u e will depend on he design o he e alua ion p ocess.
The pu poses o he e alua ion in eaching-lea ning p ocesses
ha e common cha ac e is ics bo h in he ace- o- ace modali y
(synch onous) and in he i ual modali y (asynch onous). The
main cha ac e is ic is ha i mus be designed conside ing he
p inciples o he ins i u ional educa ional model and he lea ning
objec i es de ined in he cu iculum. The ollowing can be
conside ed: ques ionnai es, elec onic po olios, in eg a i e
ac i i ies, discussion o ums, elabo a ion o pos e s o academic
a icles, e c.
An op ional module is p oposed, ha o opinion su eys,
which is use ul o ga he ing he s uden s' pe cep ion ega ding
an ac i i y, he educa ional ma e ial p o ided, he eaching
s a egies used, e c. The s uc u e o his module is ee and is
condi ioned by he na u e o he in o ma ion ha he eache
wishes o collec .

Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
6 / 9
Usabili y aspec s
Fo Molenda (1997), i is con enien o conside some
aspec s ha gua an ee a iendly in e ac ion wi h he wo k
en i onmen , so he ollowing aspec s ha e been conside ed:
a) Minimum g aphic elemen s: Main heade o he cou se,
heade o opics, uni s o modules, labels o sub i les o
sub opics ha g oup he esou ces on he pla o m.
b) Uni o mi y: De ine and apply a common g aphic s yle
o he en i e cou se and de ine a o ma o ex s, ables, and
desc ip ion o ac i i ies, es ablish he on (s) o be used, he size
o i les and sub i les (Fon s such as A ial, Ve dana, Tahoma
a e ecommended).
c) Ease o loca ion: Use an in e nal i le in he esou ces o
in o ma ion and o p opose ac i i ies. In hese i les, use capi al
le e s only a he beginning o he i les. Place he cou se
managemen blocks (people, calenda , c edi s) on one side o
he sc een, on he igh o on he le .
d) Global na igabili y: Use labels o sepa a e and g oup
common esou ces p esen ed in he modules. The labels allow
a clea p esen a ion o he con en o he module and acili a e
he na iga ion o he use s, as well as a be e isualiza ion o
he space. Documen s and in o ma ion esou ces should open
in a pop-up window.
Planning o Teaching-Lea ning P ocesses
The e ms and condi ions o ca y ou he ac i i ies mus be
clea ly es ablished, aking in o accoun ha collabo a i e
ac i i ies equi e mo e ime. Following (Twigg, 2007), a se o
guidelines is p oposed: (a) Encou age con ac be ween
s uden s and eache s, (b) C ea e spaces o coope a ion, (c)
Implemen ac i e lea ning me hodologies, (d) Gi e imely
eedback, (e) Conside he ime equi ed o comple e an
ac i i y, ( ) Es ablish high pe o mance s anda ds, (g) High
expec a ions o indi idual and collec i e achie emen and (h)
Conside he exis ence o di e se alen s and lea ning s yles in
s uden s.
RESULTS AND DISCUSSION
In o de o assess he p oposed model, we used expe
judgemen , a s a egy used o con as con en alidi y. This
es ima es he deg ee o ag eemen be ween expe s, who gi e
hei assessmen s o he indica o s o i ems o he ool (B una
e al., 2019; Souza e al., 2017). Fo (Almena a and Cejudo,
2013), he numbe o expe s depends on he ease o access o
hem o he possibili y o knowing enough expe s on he objec
o he esea ch. (Escoba -Pé ez and Cue o-Ma ínez, 2008)
p opose ha he numbe o e alua o s depends on he le el o
expe ise and he di e si y o hei knowledge. The selec ion o
expe s was made by means o non-p obabilis ic pu posi e
sampling, including c i e ia such as accessibili y, a ailabili y,
impa iali y, independence, eaching and esea ch expe ience
in he ield o didac ics and pedagogy in Highe Educa ion.
Based on he in o ma ion ela ed o he expe s'
backg ounds, hey we e in i ed o pa icipa e by e-mail. A i s
ins umen was hen sen o hem o collec he in o ma ion
necessa y o de e mine he Expe Compe ence Coe icien . In
o de o calcula e his coe icien , he people selec ed as expe s
we e asked o indica e hei le el o knowledge abou he objec
o esea ch (knowledge coe icien (kc)), as well as he sou ces
ha allow hem o a gue and jus i y his le el (a gumen a ion o
subs an ia ion coe icien (Ka)). The esul s ob ained a e shown
in Table 5. The le el o compe ence o each expe was egula ed
by he ollowing le els: i 0. 8 < k ≤ 1.0, hen he le el o
compe ence is high, i 0.7 ≤ k ≤ 0. 8, hen he le el o compe ence
is medium and i 0.5 ≤ k < 0.7, hen he le el o compe ence is low.
To de ine and concep ualize he c i e ia ha se e as
e alua ion pa ame e s o he expe s, he wo k o (Villa and
Figue edo, 2015) and (Ha is e al., 2010) we e conside ed.
Twen y- i e ques ions g ouped in o six dimensions we e
de eloped. I was decided o use a Like - ype scale o collec
expe opinion and ollowing (Villa and Figue edo, 2015) a 5-
le el Like scale was de ined. The le els iden i ied and he
weigh s assigned o each le el we e: Ne e (1), Almos ne e (2),
Some imes (3), Almos always (4), Always (5) poin s.
Table 6 shows he numbe o imes he expe s selec ed a
le el o each i em o he ques ionnai e and he a e age sco e
ob ained o he i em. The maximum sco e an expe could gi e
he class oom was 125 poin s.
Figu e 3. Sco e gi en by he expe s o he i ual class oom
The maximum sco e an expe could gi e he class oom was
125 poin s. Figu e 3 shows he sco es awa ded by each o he
expe s.
When calcula ing he a e age o he sco es ob ained o he
25 i ems, he alue 4.392 is ob ained; a alue ha is well abo e
he scale a e age o 3 poin s, 17 o he 25 i ems exceeded he
a e age (4.392), one o hem ob ained a sco e e y close o he
a e age and he emaining 7 we e below he o e all a e age.
Howe e , he lowes a ed i em (i em 15) exceeds he scale
a e age. I can he e o e be concluded ha he o e all assessmen
o he expe s is posi i e and in ag eemen wi h he p oposal.
We ag ee wi h he wo ks o (Bed egal-Alpaca e al., 2020b)
and (Co nejo-Apa icio e al., 2019) in ha i is impe a i e ha
eache s design ac i i ies aimed a he app op ia ion o
knowledge and i s c ea i e applica ion in daily p ac ice.
An ad an age o implemen ing a i ual cou se on an LMS is
ha , due o he la ge amoun o da a i gene a es, da a mining
p ocesses can be implemen ed o help unde s and he
cha ac e is ics o he lea ning p ocess (Bed egal-Alpaca e al.,
2020a).
7 / 9
Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
Table 5.
De e mina ion o he coe icien o expe compe ence (k) and he le el o compe ence o each expe .
Expe
kc
ka
k
Compe ence le el
Expe
kc
ka
k
Compe ence le el
E-01 0.8 0.85 0.825 High E-06 0.8 0.85 0.825 High
E-02 0.9 0.99 0.945 High E-07 0.9 0.98 0.94 High
E-03 0.9 0.98 0.94 High E-08 0.8 0.96 0.88 High
E-04 0.7 0.83 0.765 Medium E-09 0.8 0.9 0.85 High
E-05 0.9 0.95 0.925 High E-10 0.9 1 0.95 High
Table 6.
Sco es ob ained o each ques ionnai e i em
Dimensions (1) (2) (3) (4) (5) A e age
Dimension 1: Teaching objec i es
01 The VTLE has a clea pedagogical objec i e and in en ion 0 0 0 5 5 4.5
02 The objec i e o he VTLE is exp essed in he con en 0 0 0 1 9 4.9
03 The VTLE p oposes he de elopmen o some compe ence o he 21s
cen u y
0 0 0 0 10 5
04
The compe ence(s) a e a icula ed wi h he academic ac i i ies
0
0
0
5
5
4.5
Dimension 2: Pedagogical app oach
05 The VTLE is based on a lea ning app oach 0 0 0 6 4 4.4
06 The lea ning app oach is e idenced in he academic ac i i ies o he
VTLE
0 0 0 4 6 4.6
07 The VTLE acili a es meaning ul lea ning and con ains an ac i i y ha
enhances i
0 0 0 0 10 5
08 The VTLE p omo es disco e y lea ning 0 0 0 10 0 4
Dimension 3: Ac o s and communica ion
09 The VTLE has and demons a es he ole o he s uden 0 0 0 5 5 4.5
10 The VTLE has and demons a es he ole o he eache 0 0 0 4 6 4.6
11 The VTLE a o s communica ion be ween he pa icipan s 0 0 3 6 1 3.8
12
In he VTLE an app op ia e academic language is pe cei ed o he
s uden s and he le el o s udies
0
0
0
0
10
5
Dimension 4: S a egies and con en s
13 Didac ic echniques and s a egies a e e iden in he VTLE 0 0 0 6 4 4.4
14 The VTLE ollows a sequence and is cohe en wi h he pedagogical
in en ion
0 0 0 6 4 4.4
15 The cen al hemes a e mo e ele an wi hin he VTLE and a e
emphasized
0 0 6 4 0 3.4
16 The con en s o he VTLE co espond o he p og amma ic con en 0 0 0 2 8 4.8
17 The con en s, which a e no he p ope y o he eache , copy igh is
ecognized
0 0 1 9 0 3.9
Dimension 5: Academic ac i i ies and e alua ion
18 The academic ac i i ies o he VTLE men ion he lea ning objec i e 0 0 4 6 0 3.6
19 The academic ac i i ies o he VTLE a e mo i a ing o he s uden 0 0 2 4 4 4.2
20 The VTLE desc ibes he dynamics o he ac i i y and p o ides clea
ins uc ions o i s de elopmen
0 0 0 0 10 5
21 The VTLE con ains in o ma ion on how academic ac i i ies will be
e alua ed
0 0 4 6 0 3.6
22 The VTLE uses elemen s ha p omo e sel -assessmen , co-assessmen
and he e o-assessmen
0 0 3 7 0 3.7
Dimension 6: ICT in eg a ion
23 The educa ional esou ces used a e jus i ied o he eaching o he
subjec
0 0 0 5 5 4.5
24 The use o echnological ools suppo s he eaching s a egies 0 0 0 3 7 4.7
25 Con en , eaching s a egies and echnological ools a e a icula ed wi h
each o he wi hin he didac ic planning
0 0 0 2 8 4.8
Bed egal-Alpaca N. e al. / J INFORM SYSTEMS ENG, 7(4), 18027
8 / 9
CONCLUSIONS
To app oach he design o i ual eaching-lea ning
en i onmen s equi es knowledge o he udimen s o con en
de elopmen , as well as a mas e y o con empo a y
pedagogical ounda ions and ends and o axonomies ha
desc ibe he design p ocess.
Ins uc ional design is a key ac o in he eaching-lea ning
p ocess; he success and e en ion o he s uden in i ual
cou ses depends o a la ge ex en on he co ec selec ion o he
ins uc ional model, as well as on c ea i i y, adequa e w i ing,
p esen a ion o clea ins uc ions in he lea ning guide o
lea ning pa h.
Fo he eache , designing and implemen ing a cou se
suppo ed by ICT should gene a e a space o mo i a ion and
incen i e o he de elopmen o educa ional ma e ials aimed
a s eng hening s uden lea ning.
Acknowledgemen s
This wo k was ca ied ou in he amewo k o he p ojec
"Adap i e SPOC o he aining o uni e si y eache s in ac i e
me hodologies" wi h con ac Nº IBA-26-2021-UNSA. The
au ho s would like o hank he Uni e sidad Nacional de San
Agus ín de A equipa o he suppo ecei ed in he execu ion
o his p ojec .
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