Instructional Design for a Virtual Teaching-Learning Environment (VTLE): Process, Structure And Validation By Experts

Copy igh © 2022 by Au ho /s and Licensed by IADITI. This is an open access a icle dis ibu ed unde he C ea i e Commons A ibu ion License which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. 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. 3 / 9 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. 5 / 9 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. 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