Universities face a permanent process of transformation, so they need to manage internal educational knowledge to accelerate innovation, regardless of their educational modality. However, there are few contributions that address the evaluation of the level of maturity in what they do. Therefore, the questionnaire maturity of knowledge management to innovate in universities was designed and validated. For this purpose, a review of existing instruments was carried out, the questionnaire was designed using a Likert-type structure, which was later analyzed by seven experts, its content was validated by 15 expert judgements with a qualitative-quantitative approach, and it was applied to a pilot group of 15 professors for analysis of comprehension of both items and instructions. The instrument was formed by five dimensions and 48 items. The experts specified improvements and determined the relevance of the dimensions and items; the analysis of Judges evaluation revealed the content validity of items in terms of relevance and writing (V of Aiken> 0.90); the pilot group deemed with a good grade the understanding of instructions, the items and instrument satisfaction with a relevant initial reliability value (Cronbachs alpha: 0.941). It is recommended to apply it to a representative sample for analysis of construct validity, and reliability.

The aim of this research is to compare individual, pair and Mob programming in university programming courses taking into account the perceptions of the students. 24 students participated in a course of “Intermediate programming with Visual Basic. Net”. They worked with the three modalities in the development of software projects during regular class sessions. A sequential explanatory mixed research design was used. For the quantitative component, questionnaires were administered. For the qualitative section, interviews were conducted. The results showed that students prefer pair programming because they perceive it as a midpoint between programming alone and doing it with a large group. Solo programming may cause stress and intellectual blockage, and doing so with too many people at the same time may generate distraction and imbalance of work among the participants. A limitation of the study is the sample size. However, the work makes quantitative and qualitative contributions in an area of knowledge little explored in formal literature. The findings suggest promoting work in pairs in university programming courses, as it is easily implemented with few resources and good results.

This paper contributes to the development of research skills in university students, through the use of instructional strategies in virtual learning environments, in order to achieve that students obtain the necessary skills and abilities to improve research processes. To determine which are the research capacities to be developed, aliterature review is carried out whose objective is to identify the studies that are suitable with the teaching strategies. An analysis of the instructional strategies that can be carried out with the research capabilities of undergraduate students is also performed. The virtual classroom designed to be applied to students in teaching research skills is described. To validate the proposed competencies, the students were evaluated to determine the level of development of the research competencies through a questionnaire that measures their knowledge and a global improvement in the application of the investigative competences of 13.5% is obtained, demonstrating the validity of the use of instructional strategies through a virtual environment.

In order to provide a reliable resource that helps information professionals, who provide their service in libraries to take concrete actions in the training and training of their users, an instrument to measure informative skills has been developed and validated in an educational institution. When considering the results of the study, it is determined that the instrument has a very good validity (KMO = .906, c22 = 1959.102, gl = 378, p = .000, explained variance = 67.601%). Cronbachs alpha coefficient showed a very good degree of internal consistency (a = .958). Considering the results of the quantitative analysis and the intervention of the experts, a solid support of the five dimensions that make up the instrument can be observed. The proposed instrument offers the possibility of assessing different vital aspects related to the training of users, the offer and use of library services and intervention activities that will literate the university community.

The objective of this article is to analyze the design, implementation and evaluation experience of the MOOC Escribir para convencer in edX in order to contribute to the discussion about new ways of teaching and learning in digital contexts. The article presents the systematization of the instructional design under the ADDIE model, integrated with the principles of the Ignatian Pedagogical Paradigm. A descriptive study, which included quantitative information taken from the edX Insights tool and satisfaction surveys applied in the course, and qualitative information collected through the forums of the units. The participants had an adequate performance in individual activities and automatic feedback (questionnaires) and a lower participation in collaborative activities. As in other MOOCs, there is a decrease in the number of participants involved as the cours passes. The instructional design of this type of courses confronts some challenges, among them the transformations in the roles of the teachers regarding direct mediation, and of the students, as they require autonomy, commitment and openness to the collaborative construction of knowledge. Despite these challenges, instructional design contributes to the effectiveness of MOOCs and their effectiveness as an alternative of teaching in everyday and academic contexts that contribute to the generation of global and digital citizens.

Attitudes towards technology are ideas, conceptions and thoughts that guide actions and, in the case of students, can influence the learning process and academic performance. The aim of this research is to know if there are significant differences between face-to-face and completely distance learning students in relation to their attitude towards technology and according to gender. To meet this objective a non-experimental mixed research was carried out with a sample of 180 Early Childhood and Elementary Education students. Attitudes were measured and scores were compared using both parametric and non-parametric statistics. Following this methodology, the study found statistically significant differences in the average attitude towards technology depending on the educational modality and gender; specifically, men and distance learning students show more favorable attitudes in the affective dimension while face-to-face students exhibit more favorable scores in cognitive and behavioral attitudes. The conclusions derived from this study may help to develop educational interventions focused in the improvement of unfavorable attitudes.

Extensive research has examined the classroom-based technologies that promote L2 learning among learners, who can be considered digital migrants. This mixed-method study, however, was conducted with digital natives and examined the technologies and technological features of educational resources appealing to them, in order to practice English outside of the classroom. The quantitative data were collected through a 35-question survey administered to 158 children (aged 9-11); they were enrolled in a private school in the Southeast of Mexico. The qualitative data were collected through individual interviews from a subsample of 15 learners, who exhibited positive or negative attitudes for technology in the survey. The data analyses revealed that children felt confident using a wide variety of technologies. Nonetheless, they rarely related the use of technology for L2 learning outside of the class. They opted for technological features that fostered L2 learning in line with the cognitive processes that characterize their age.

Given its characteristics, augmented reality (AR) is presented as an alternative resource in a virtual learning environment (VLE) by providing virtual elements in the real world, which can facilitate learning. This article aims to describe the development of a mobile application with guided AR under the fundamentals of User-Centered Design (UCD) in order to be integrated into a VLE. The development strategy consisted of using the UCD and in its phases making use of tools such as: surveys for the collection of information, Quality Function Deployment to identify and prioritize requirements, AR technology for prototyping and finally usability tests to identify design problems. As a result, it was possible to demonstrate the viability of this procedure in the development of interfaces of this type, considering that the resources that contextualize the needs and tastes of its users can provide better facilities and motivation within their learning. The case study studied is that of English for primary school children, which allowed verifying that this detailed framework can be replicated to other areas of interest and allow teachers to integrate AR applications in face-to-face or online learning environments.

This paper describes the research done about the importance of establishing technopedagogical mediation strategies when a Virtual Learning Environment (VLE) is implemented. The objective of this work is to improve the efficiency of the Virtual Tutoring Platform in the teaching-learning process, through the implementation of strategies in the virtual tutoring model of a technological university. The methodological part of the work was developed using a mixed approach: the qualitative part was worked with a focus group and the quantitative part was carried out with cluster sampling. The main contribution of this work is the six categories and strategies proposed, which can be applied to any VLE. The results confirm the importance of guiding the student, establishing communication mechanisms, interaction and application of learning methodologies as well as their relationship with the information communication and technologies. The only limitation so far is that a dedicated server and good bandwidth are required to improve the service.

This study consisted of developing Digital Audiovisual Modules (MAD) as a support resource with the mediation of portable devices, with the purpose of improving digital skills in the handling of information, communication and ethical aspects in higher education students. The methodology was based on the research and development approach with an intentional sampling of 69 fresh year students of a public university in Mexico. The instructional design of analysis, design, development, implementation and evaluation was used to develop the educational audiovisuals, followed by an evaluation of the efficiency of this type of digital support. In general, the participants indicated that the modules accomplish with elements of precision in the handling of examples, simplicity in the development of the topics, clarity in explaining the contents, and relevance for the improvement of digital skills. The students who consulted the modules showed an improvement in their digital skills; however, the user’s interest is required to consult the audiovisuals. This study contributes to the field of educational innovation in ubiquitous environments and it is concluded that these findings show the benefits and limitations of using pedagogical resources via MAD to support university students in their digital skills.

This work aims to socialize an experience that uses the touchscreens in curricular adaptations to teach English through play to children with attention deficit disorder. The action research is administered to validate seven curricular adaptations designed for the acquisition of vocabulary in English as a foreign language. Three children diagnosed with autistic disorder participate, who are domiciled in Manabí, Ecuador. To monitor the progress of the participants, a rubric is applied that evaluates the number of new words acquired. The results show that the videos function captures and maintains the participants’ attention for a longer time during language practices. Voice recording contributes to the development of their listening comprehension and contributes to the improvement of pronunciation. It is concluded that the use of appropriately applied touch screens can be relevant to the design of curricular adaptations in the teaching and learning process of students with special educational needs.

The objective of the research was to analyze the group work carried out by students of a public university in the State of Hidalgo, Mexico, through the use of WhatsApp, a descriptive study with a quantitative approach was carried out, and a survey was applied to 299 students of the Bachelor’s degrees in Education Sciences and Social Work. Among the main findings, the usefulness of the technological tool for the organization of work stands out, and the development of efficient communication between students and students, as well as students and teachers, which strengthens interpersonal relationships, among the limitations are the distractions that generated by sending information that does not correspond to the subject of study.

The aim of this work was to diagnose native digital university students, about the relationship between Internet use and the number of hours of weekly reading on the internet and printed sources as well as its relationship with the academic and non-academic information, which will be useful for future research. It was a quantitative, transversal and correlational research; there was a sample of 1 500 university students, with random probabilistic sampling of students enrolled in Mexico in higher education. A survey type instrument was used. The results indicate that university students in Mexico present a direct relationship in the number of hours of weekly reading via the internet and the number of hours of reading in printed published sources; they are search engines for academic information to a greater range in printed sources; highlighting that most digital university natives have a reading habit.

The purpose of this article is to present the findings obtained regarding the advantages of the learning process of the law students of the Autonomous University of Ciudad Juárez through online education. The article derives from a broader investigation in which a qualitative methodology with an interpretive approach was used. The development of skills in reading ability and comprehension, writing, as well as the capacity for analysis and synthesis through the preparation of essays, mental and conceptual maps, were identified as learning advantages under this educational modality. Also the development of library skills by searching for information on platforms and strengthening digital skills through the use of applications to develop materials and work that promote learning. In addition, it was found that learning law in virtual environments constitutes alternatives for people with disabilities or with health problems. It is concluded that the traditional teaching of law must be confronted to transmute to one characterized by the use of Information and Communication Technologies and the digital culture.

The usage of augmented reality (AR) in the process of Organic Chemistry Teaching-learning it´s considered as an innovation in didactics of this type of content and an opportunity area for the known education 4.0. The aim of this article was to evaluate learning in Organic Chemistry in High school students’ trough the usage of AR. A mixed focus was used, using a rubric as principal tool for the evaluation of the augmented reality projects designed trough HP Reveal®, such as a quiz that allowed to evaluate Specific learning on the students. The results showed a mean grade of 8.3/10 on the augmented reality projects, the mean obtained on the quiz was 7.94/10. As a conclusion manner, the usage of AR projects in high school students improves learning conditions in the domain of Chemistry trough the identification of formulas and organic compounds.

The evaluation has had a strong impact on teaching, which is why learning instruments that are valid and reliable are indispensable. The Faculty of Languages of the Universidad Autonoma de Baja California does not implement a technological tool for the development of standardized tests and their psychometric analysis. Therefore, this paper analyze the implementation of standardized tests referred to a criterion, based on the Item Response Theory. The used methodology required the integration of several committees of specialists to produce instruments that guided the construction of the test, such as the curricular relevance index table, the contents justification, etc. The test quality was evaluated using an innovating development that automatically quantified the psychometric criteria of validity and trustworthiness like the difficulty index of the items and the discrimination index. The results allow to observe the quality of the test identifying the yield of each item, as well as the yield and level of knowledge of the participant students sample, which contributes to the realization of more accurate assessments of their academic performance. It is concluded that the instrument showed utility for both formative and summative evaluation.

From Moore’s three interactions of distance education, Hillman, Willis & Gunawardena (1994) proposed a technological interaction in the instructional domain, the learner-interface interaction. Twenty-six years after their proposal, due to the high degree of technologization of educational technology due to its link with artificial intelligence, this interaction is more valid than ever. This article develops the past, present and future of this fourth interaction. The three most important technological areas related to education are presented, for the future development of the learner-interface interaction: Evaluation of technological interactions in the learning domain (Usability and user experience), Capabilities of intelligent educational agents (Artificial intelligence and natural language processing) and Scope of predictive algorithms in education (Deep learning and big data), as fundamental elements, although not the only ones, for the design of the next generation of 2&3D intelligent multimedia interactive interfaces for educational purposes. The need for a unified interactional model, based on the Anderson-Moore triangular interactional model, is raised, and the Anderson equivalence theorem is taken to hypothesize a possible future scenario in the short, medium and long term for highly technological education.