Use of Virtual Classroom: Summarized Opinion of the Stakeholders

in the Learning-Teaching Process

Myriam Peñafiel

, Stefanie Vásquez

and Sergio Luján-Mora

Faculty of System Engineering, Escuela Politécnica Nacional, Quito, Ecuador

School of Technology, Escuela Politécnica Nacional, Quito, Ecuador

Department of Software and Computing Systems, University of Alicante, Alicante, Spain

Keywords: Virtual Classroom, Teachers, Students, Authorities, Moodle.

Abstract: Nowadays, the use of ICTs in education is proof of innovation, quality, and ease of access. Aware of this

challenge, higher education institutions are making efforts in line with technological advances by

incorporating tools that promote more and better learning results. The aim of this investigation is to determine

how much backing Moodle virtual classrooms provide to support classroom work at the university in the case

study. Moodle can be used to improve, renovate and motivate the teaching-learning process in the classroom.

To confirm this hypothesis, we conducted a summary of previous research carried out from the perspective

of students, teachers and authorities, and considered the agreements and disagreements among these groups.

We evaluated perceived usefulness, ease of use and other variables to validate the Technology Acceptance

Model (TAM) of the investigation. The results show that Moodle virtual classrooms are an accepted tool in

terms of obtained benefits. We also determined that it is necessary to implement training in using Moodle, as

well having policies and incentives to increase its use.

1 INTRODUCTION

The context in which higher education develops, the

use of Information and Communication Technologies

(ICTs) in education have become proof of innovation,

quality, inclusion and access to education without the

limits of time or space (Dias et al., 2014; Lee and Im,

2014).

Therefore, ICTs are a worldwide trend that

promote digital literacy needed to obtain dignified

jobs and lead fulfilling lives (UNESCO-UIS, 2014).

Higher Education Institutions (HEIs) should be the

first to fulfill these social requirements in line with

technological advances and development goals, and

should include teaching tools to motivate students and

to obtain more and better learning results.

Governments are aware of these shortcomings, but

do not allocate the funds needed to solve them (Lee and

Im, 2014). HEI clearly identify this problem and take

action to remedy it to the best of their abilities.

This research is a contribution to the inclusion of

ICTs in the teaching-learning process at Escuela

Politécnica Nacional (EPN) Ecuador's, top

engineering university, but where the use of ICTs is

minimal. The investigation considers the opinions of

EPN students, teachers and authorities regarding the

use of virtual classrooms as a support tool for on-

campus learning (Penafiel and Lujan-Mora, 2014b).

The objective of this research is to demonstrate

the intended use of virtual classrooms on the part of

the aforementioned participants as support tools for

classroom work. We considered ease of use and

perceived usefulness as the main variables that will

allow us to answer our research question.

We present a summary of the research indicating

the positions of those involved and highlighting the

agreements and disagreements identified in order to

make recommendations for improvement.

To accomplish this, we propose the following

structure for this paper: Theoretical framework,

Material and Method, Results, Conclusions and

Future work.

2 THEORETICAL FRAMEWORK

Below is a short review of the literature according to

the subject under an agreement on the terminology

used.

314

Peñaﬁel, M., Vásquez, S. and Luján-Mora, S.

Use of Virtual Classroom: Summarized Opinion of the Stakeholders in the Learning-Teaching Process.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 1, pages 314-320

ISBN: 978-989-758-179-3

2.1 Online Learning

Online learning and e-learning are interchangeable

terms used to refer to technology-mediated learning.

Online/e-learning emerged from the tradition of

distance education and the inclusion of technology

(Dias, 2014).

Its development is based on the advancement of

technology but also maintains characteristics of

organization, planning and guidance similar to on-

campus learning (Kruger-Ross, 2013). Online

learning uses Internet-based electronic technologies

to facilitate student learning (Sunal, 2012).

The use a variety of technology tools allows

elimination of barriers of time and space, representing

relevant changes in the teaching-learning process.

2.2 Definition of e-Learning

As much as the term e-learning is widespread, it is not

clearly defined. Generally, it is used to indicate that

teaching-learning processes are mediated by

technology, but technology is a constantly changing

component (Thalhammer, 2014, Penafiel et al.,

2015).

E-learning 1.0 was mentioned when technology

was used for the exchange of information on the net,

now e-learning 2.0 uses web tools mainly associated

with social networks to mediate teaching-learning,

and e-learning 3.0 is used for mobile devices and

augmented reality, as tools for both formal and

informal teaching-learning (Thalhammer, 2014).

2.3 Modalities of e-Learning

The modalities of e-learning differ depending on the

amount of time spent online with teaching-learning

activities.

It is to say that e-learning is carried out 100%

online. B-learning is carried out in the classroom and

online, so the best of both learning environments can

be taken advantage of. B-learning is also called mixed

learning because in addition to combining learning

modalities, it encompasses various activities,

methods and tools as supplements to traditional

teaching (Thalhammer, 2014).

Many educational institutions have opted for

learning through ICTs (Dias, 2014, Gonzalez, et al.,

2013, Oproiu, 2015), using B-learning because it is

the one that best fits their contexts and needs.

2.4 Learning Management System

One of the most utilized tools to stimulate all forms

of online learning is the virtual classroom, conceived

through a variety of platforms called Learning

Management System (LMS).

An LMS is a web-based software application used

to create opportunities for formal and non-formal

learning. It enables planning, implementation and

evaluation of a particular learning process (Awang,

2012).

These teaching-learning enviroments or so-called

virtual classrooms have become one of the most used

tools (Kruger-Ross, 2013, Costa, 2012) to

demonstrate the use of ICTs in higher education (Lee

and Im, 2014). This is even more evident when these

platforms allow for organized and systematic

planning of a course, taking advantage of resources

and activities provided by this type of platform, such

as a face to face classroom.

Additionally, another advantage of using these

teaching-learning platforms is that many of them are

free of charge, currently the most popular LMS is

Moodle. Moodle is the official LMS at the EPN.

2.5 Modular Object-Oriented Dynamic

Learning Environment (MOODLE)

Martin Dougiamas began developing Moodle in 2002

(Moodle.org, 2015). It is an Open Source LMS

adopted by many universities around the world (Goh,

2013).

According to the latest data, Moodle has 63,122

active sites in 222 countries. Specifically, in the

country that this study takes place there are a total of

456 registered sites, one of them being the virtual

platform of the university in this study (Moodle.org,

2015).

Moodle, as many other LMS, offers a wide range

of features such as: creation, organization,

management, communication, collaboration,

evaluation, and reuse of online courses through

virtual classrooms (Costa, 2012). It provides

resources, activities and functionalities for its

effective and efficient development.

To supplement this information, it is important to

know some of the Online Learning Environment

models available for implementation.

2.6 Online Learning Environments

Models

Online Learning Environments (OLEs) comprise

several organizational and structural educational

models and represent how educational processes are

developed. A rating of the most-used relevant OLE

models according to (Dias, 2014) is summarized

Use of Virtual Classroom: Summarized Opinion of the Stakeholders in the Learning-Teaching Process

315

below:

 Salmon’s e-moderator focuses on the

development of online teaching-learning through

control of the e-moderator;

 Anderson’s pedagogical model for OLE is based

on the interaction with the principals involved;

 The Siemens model defined in Connectivism

provides an ecological view of learning and

understanding of learning as a process of

networking.

 The Mishra and Koehler Technological

Pedagogical Content Knowledge (TPACK) is

focused on the interaction and the complexities

of the different types of knowledge.

 Zagenczyk and Bosman’s social media in the

classroom is based on Blum’s levels of taxonomy

for obtaining higher-order knowledge; in

addition to the emotional side, its use is based on

social networks.

 The Bates and Sangrá Integration of Technology,

Organization and Pedagogy model (TOP), relates

the Integration of technology, organization, and

pedagogy symbiotically for achieving innovation

in education.

 Redecker’s iLANDS 2.0 model: Learning (L),

Achieving (A), Networking (N) Embracing

Diversity (D) Opening up to Society (S) focuses

particularly on areas of social computing

applications as support for innovation in learning.

3 MATERIALS AND METHODS

This research is part of a project to implement virtual

classrooms at the institution mentioned in this study;

therefore, its main function is to support the

improvement of teaching-learning processes

mediated by ICTs.

3.1 The Sample

This study will analyze the results of previous

investigations that have gathered information

regarding the use of the virtual classroom as a tool to

support classroom work from the perspective of

students (Penafiel and Luján-Mora, 2014a),

professors (Penafiel et al., 2015) and university

authorities (Penafiel et al., 2016).

3.2 The Method

We worked with the Technology Acceptance Model

(TAM) (Davis, 1989), ease of use and benefit

obtained variables in order to verify the acceptance of

virtual classrooms through Moodle.

The TAM is based on two essential

characteristics:

 Perceived Usefulness: the extent to which a

person believes that using a particular system

would enhance their performance at work.

 Perceived Ease of Use: the extent to which a

person believes that the use of a particular system

would reduce their workload (Wang, 2013; Goh,

2013, Scherer, 2015; Liaw, 2013; Shaffiei, 2011;

Varela et al., 2010).

We have used TAM to explain the reasons for the

acceptance of virtual classrooms by those involved,

since the perception as to the usefulness and ease of

use of virtual classrooms will redound in their

intention of using virtual classrooms.

In addition, there are external variables that were

used in this study: structure, organization and

classroom support. They directly influence the

participants both in regard to perceived usefulness of

virtual classrooms and perceived ease of use. This

direct influence between the usefulness and ease of

use leads to the intended use and will result in actual

use in the classroom.

3.3 Data Collection Process

The Data collection process was different for each

one of the stakeholders and is described below

Students. The survey of students was carried out

at the university (Penafiel and Luján-Mora 2014a)

selected in the case study, which has about 10,000

regular students per semester. This survey was

conducted in two phases: the pre-test survey

conducted at the beginning of the first period in

January 2014 (2014A) was answered by 186 students

and the post-test survey answered by 175 students in

the second period in July 2014 (2014B).

In order to obtain relevant information from

students regarding professors’ improving the

teaching-learning process in the classroom, we

considered some questions hoping they will be a

significant contribution to the virtual classroom.

Educators. We conducted a survey of the recently

renewed group of (Penafiel and Luján, 2014b)

professors at the aforementioned university (Penafiel et

al., 2015) in January 2015. The survey was sent online

and 199 of the 383 full-time professors answered.

In light of this, the hypothesis for this paper that

the majority of professors support the use of virtual

classroom with Moodle was already proven in the

investigation. We now want to cross-reference this

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information with their counterparts: the academic

authorities, educators who influence decision-making

at the university. Therefore, we selected only those

questions that contribute to recommendations for

educational improvement.

Authorities. The third group surveyed at the

university is the academic authorities, educators in

academic management positions: president, vice

president, deans, assistant deans, department heads,

directors, commission coordinators or representatives.

The survey, conducted in July 2015 (Penafiel et al.,

2016), was answered by 77 authorities. We take an

interest in their opinions because they will lead to

effective policies.

4 RESULTS

The results are going to be used to promote and

enhance the use of virtual classrooms at the EPN.

First, we present them from a summary of the

variables used to validate the acceptance of Moodle

virtual classrooms with TAM. Then, we will point out

specific information from each of the participants,

cross-referencing data to obtain relevant information.

Ease of use and perceived usefulness are the variables

in the respective investigations.

Ease of Use. This variable is essential in

demonstrating the model (Figure 1). It shows that

those surveyed unanimously agreed that the used tool

is easy to use.

Perceived Usefulness. This variable was

confirmed in the research considering two sub-

variables: time and effort, which support and confirm

the global variable (Scherer, 2015). Therefore, if

those surveyed claim that the use of this tool will

result in the optimization of time and effort, we can

confirm perceived usefulness. Figure 2 shows that

both students and authorities equally perceive the

tool’s usefulness. In the case of professors, we can see

slight greater differences, but overall the perception

of perceived usefulness is over 70%.

We can conclude that while ratification of the

previous two variables allows us to validate our

assumption, we carried out explicit confirmation

through the express question. The result can be seen

in Figure 3, confirming and ratifying the participants

in the teaching-learning process in using virtual

classrooms.

These results contribute to the main objective of

this research: to support the implementation of virtual

classrooms in the university’s b-learning modality.

Although currently used, ICTs do not have the desired

effect according to current requirements, producing

Figure 1: Ease of use from the perspective of authorities,

teachers and students.

Figure 2: Perceived usefulness from the perspective of

authorities, teachers and students.

substantial changes in the ICT-mediated teaching-

learning process.

Furthermore, it is essential to highlight the

information which transcends recommendations for

improvement.

Figure 3: Moodle virtual classrooms as ICT tools to support

classroom work.

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317

Students. Since students are the core of the

teaching-learning process, they furnished us with

relevant data showing that it is an important medium

for professors for feedback and improvement:

In terms of resources and number of classroom

activities, students consider them adequate overall:

45% consider the resources to be appropriate and

31% consider them average. Similarly, 49% consider

the classroom activities adequate and 31% say they

are average. The students feel that these activities and

resources indeed contribute to learning.

As for the communication of information, 17%

consider it very useful, 47% useful, and 30%

somewhat useful, and the two lowest categories of the

scale are a combined 6%.

Regarding the process of accompaniment in the

classroom, the results are similar to the previous

values: 16%, 45%, 30% and the two lowest a

combined 9%.

With regard to activities that encourage

collaborative work, the results are 16%, 43%, 29%

and the two lowest categories combine for 12%.

Finally, the results on the relevance of evaluation

activities are: 17%, 57%, 21% and the two lowest

categories a total of 5%.

With these results we can clearly see that students

appreciate the work carried out by the professor

(activities and resources in learning, communication

and evaluation) as they generally remained at above

the average values.

Professors. The university faculty has undergone

a radical change regarding professors’ ages (as can be

seen in Figure 4) State policy dictated generational

change, forcing the retirement of over half the faculty.

The result has been advantageous for this

investigation: younger professors more open to

change and willing to invest time and effort in order

to be involved in the requirements of our current

information society.

Figure 4: Age of teachers.

Authorities and Professors. The information

obtained is basically in regard to the two key purposes

of the virtual classroom: communication and general

use. Table 1 and Table 2 show results in regard to

communication tools in the classroom:

Table 1: Relationship between communication tools and

their use in the virtual classroom (authorities).

Comuni

-cation

Solve

Doubts

Case

Studies Content

Feed

back

Blog 5 10 31 45 17

Chat 30 22 3 1 10

Mail 22 17 8 17 21

Forum 22 34 32 14 36

Videoconf. 18 13 18 18 10

No answer 3 4 8 4 5

Total 100 100 100 100 100

Table 2: Relationship between communication tools and

their use in the virtual classroom (teachers).

Comuni

-cation

Solve

Doubts

Case

Studies Content

Feed

back

Blog 9 3 19 33 11

Chat 15 17 3 2 9

Mail 38 34 20 20 29

Forum 16 25 25 13 20

Videoconf. 3 5 7 5 7

No answer 19 16 26 27 24

Total 100 100 100 100 100

In terms of virtual classroom communication with

the student, the authorities say the best tool is chat,

while for professors it is email.

As for resolving doubts, the authorities consider

the forum to be most appropriate while professors

believe it is email.

In presenting case studies, both authorities and

professors prefer the forum as the most suitable

means.

For socializing, both authorities and professors

consider the blog to be the medium of choice.

Lastly, regarding feedback, the authorities

consider the forum to be the appropriate method,

while the majority of professors prefer email.

Another important factor concerns the uses and

the frequency with which the platform is utilized in

the virtual classroom: education, instruction,

communication and assessment. Figures 5 and 6

exhibit information on the most frequent uses of the

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platform from the mindset of the authorities and

professors.

These results clearly indicate that virtual

classrooms are mostly used to assign homework,

organize information and resources as well as

distribute materials. Since the use of this tool is

minimal, beginning to use it this way is not bad.

However, it is noteworthy to mention that the tool has

many activities and resources being wasted and

therefore, it is being underutilized. Figures 5 and 6

show the low current use of the platform.

According to the study (Penafiel et al. 2015), this

confirms that teachers need training to become

familiar with Moodle in all its aspects, not just for

sending information. The most important aspects of

Moodle are communication and teaching.

Figure 5: Use of Moodle platform from the perspective of

the authorities.

Figure 6: Use of Moodle from the perspective of the

teachers.

5 CONCLUSIONS AND FUTURE

WORK

The results of this research have shown that Moodle

is a support tool for on-campus work accepted at the

university in this case study, as well as at other higher

education institutes (Wang et al., 2013).

The results of surveys for students using virtual

classrooms indicate that the percentage of students

who answered the survey is only 1.8%, causing a

limitation in this study This is indicative of the low

number of virtual classrooms found at the university,

and consequently the few students using them. These

problems confirm the imminent need for concrete

actions to support the use of ICTs at the university.

We can assert that there is a commitment on the

part of professors to use ICTs. What is missing are

institutional policies and incentives to convert this

commitment into reality. Another key element is the

necessary training to discover the tool’s potential and

therefore reap its benefits (Qizhong, and Qing, 2012).

It is evident that the authorities are fully aware of

the urgent need to define policies for resources and

regulations that define the use of Moodle virtual

classrooms. The aim is to meet the requirements of

society, the state and our social responsibility for life

training (UNESCO, 2014), according to the goal of

education for everyone (EFA) by 2030.

This phase of the research pertains to a

preliminary study of an overall project to include

ICTs at the university; consequently, it was vitally

important to analyze their current situation and the

opinions of those surveyed. The teachers, authorities

and students now propose continuing progress on this

project, developing methodology to employ virtual

classrooms in engineering, creating a teacher training

plan and a strategic plan for mass implementation.

The results are going to be used to promote and

enhance the use of virtual classrooms at the EPN.

Besides, the results can also foster the use of virtual

classrooms in other universities.

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