Virtual Learning Environments

La investigación se centra en la metodología para la transformación digital en la Educación Superior en Nicaragua, específicamente en la Universidad Anunciata. El objetivo principal es impulsar la transformación digital para mejorar la calidad educativa y agilizar procesos administrativos y pedagógicos, garantizando el acceso equitativo a recursos digitales y capacitando a la comunidad educativa en competencias digitales.

La metodología utilizada se basa en una investigación mixta que combina métodos cuantitativos y cualitativos. Se realizaron encuestas y entrevistas con docentes y se estudiaron casos de éxito en transformación digital en otras instituciones educativas. Los hallazgos revelan discrepancias entre las percepciones de estudiantes y docentes, especialmente en cuanto al acceso y utilidad de recursos digitales, resaltando la necesidad de una implementación más equitativa de la tecnología educativa.

Los resultados muestran que, aunque hay una aceptación generalizada del acceso a plataformas y recursos en línea, existen diferencias en la valoración del apoyo en herramientas digitales entre estudiantes y docentes. Estas discrepancias subrayan la importancia de una cultura institucional que fomente la innovación y una integración más holística de la tecnología en la vida universitaria.

En conclusión, se destaca la necesidad de abordar las divergencias en la percepción entre estudiantes y docentes para lograr una implementación más uniforme y efectiva de la transformación digital. Se resalta la importancia de cultivar una mentalidad adaptativa y aprovechar al máximo las oportunidades que ofrece la tecnología en la educación.

La educacion de postgrado constituye una prioridad para la educacion superior cubana. El uso de la tecnologia educativa en funcion de su perfeccionamiento, ha ocupado protagonismo en los ultimos anos. El uso de Ambientes Virtuales de Ensenanza Aprendizaje facilita la organizacion, conservacion y control de la informacion a traves del diseno e implementacion de cursos virtuales. La presente investigacion, desarrollada en la Universidad de Holguin, hace uso de la plataforma Moodle en funcion de como favorecer la creacion de una Comunidad Virtual de Aprendizaje en la maestria Pedagogia Profesional para contribuir a la formacion permanente de un profesional competente. El objetivo del articulo es la presentacion de los resultados de la creacion de una Comunidad Virtual de Aprendizaje en Moodle para la maestria Pedagogia Profesional. Los principales resultados se obtuvieron a traves de la observacion y la aplicacion de encuestas y entrevistas. Ademas, se utilizo el calculo de frecuencia ...

The IMPULSE project (IMmersive digitization: uPcycling cULtural heritage towards new reviving StratEgies), funded by Horizon Europe, is advancing digital cultural heritage by creating immersive, collaborative, and interactive experiences that engage a wide range of audiences. A core component of IMPULSE is a series of pre-hackathon workshops leading up to a final hackathon in 2026. These workshops support collaboration across fields like education, artistic creation, and the Cultural and Creative Industries. The first pre-hackathon workshop, set for February 2025 at KU Leuven, will emphasize educational uses of the VR platform, bringing interdisciplinary participants together to co-create immersive learning experiences with digitized cultural objects. This interactive approach will encourage participants to transform traditional 2D artifacts-such as manuscripts, prints, and maps-into dynamic, 3D environments, reimagining how audiences engage with cultural heritage objects in a didactic context. The immersive VR platform will continue to evolve through input from these events, enabling richer digital storytelling and adaptive uses for cultural heritage, guided by the Community of Practice established within the project.

Social relationships are important to human well-being and interaction. Recently, there has been growing interest in how they are formed in various digital media, including social media and video games. Amid the rise of digital engagement, the metaverse has emerged as an essential virtual environment for social interaction. Unfortunately, there is limited understanding of how social relationships are developed and maintained within the metaverse. In this study, we explored the dynamics of social relationship development in a metaverse world. Using a one-shot case study, we assessed the roles of immersion and embodiment, as well as the moderating effect of copresence, in building social relationships through multiple regression analysis. Our findings show that with higher levels of immersion and embodiment, the formation of social relationships in the metaverse is significantly improved. Copresence further intensifies these effects, which is indicative of its crucial role in virtual social interactions. These results indicate that enhancing the immersion, embodiment, and copresence elements in metaverse environments can encourage stronger social bonds among users. Overall, this study advances our understanding of online social relationship formation in the metaverse environments and its design and development.

Virtual Reality (VR) and Augmented Reality (AR) have revolutionized several sectors, including military training. From the early experiments in the 1960s, when flight simulators used rudimentary virtual reality bases to train pilots, to today's advanced immersive systems, the technology has continued to evolve. During the Cold War, the use of simulators to train troops in the aviation and missile defense sectors increased significantly, ensuring safe and replicable training without putting human lives or material resources at risk. The U.S. Navy's "TOPGUN" program, established in 1969 and managed by the United States Navy Fighter Weapons School, represents an iconic example of the use of advanced simulation to refine the skills of combat pilots. Over the years, the introduction of more sophisticated viewers (HUD – Head-Up Display) and interactive software has allowed the creation of increasingly realistic and dynamic environments. In recent decades, advances in artificial intelligence and graphics processing have further enhanced simulation capabilities, enabling an unprecedented level of immersion and customization. For example, exercises based on specific geopolitical scenarios, such as tensions in the South China Sea and the Indo-Pacific, have helped prepare military forces for complex and multifaceted strategic dynamics. The historical evolution of these military technologies shows how technological innovation has always been closely linked to the strategic needs of the armed forces. During the World War I, rudimentary military training included the use of scale models and theoretical scenarios to plan operations and study troop movements. In the World War II, with technological advances, mechanical devices were introduced, such as the first shooting simulators and pilot training systems. These tools, although limited by modern standards, represented a significant step forward in training troops, providing a more practical and scientific approach. In the 1950s and 1960s, the introduction of the first computers allowed the development of rudimentary digital simulators, used primarily in aviation and ballistic missile management. However, it was the introduction of computer graphics in the 1970s and 1980s that further revolutionized the sector. Technologies such as those developed in the "SIMNET" project, funded by the U.S. Department of Defense (DoD) and supervised by DARPA (Defense Advanced Research Projects Agency), allowed the creation of distributed simulations in which multiple units could operate in a shared virtual environment. This made it possible to simulate complex and dynamic environments with greater precision, significantly improving the tactical and operational preparedness of the armed forces, which successfully tested the new technology during Operation Desert Storm in 1992, during the first Gulf War, as part of the nascent Network-centric Warfare. Since the 2000s, DARPA has continued its research in the metaverse with the "ULTRA-Vis" project (Urban, Leader, Tactical, Response, Awareness-Vision).
Today, VR and AR are essential tools for the armed forces, capable of revolutionizing military preparation in increasingly complex and dynamic operational environments. Their ability to improve effectiveness, safety and preparation makes these technologies essential in a world characterized by rapidly evolving global challenges. Through incredibly realistic simulations (wargames), soldiers can prepare to face critical scenarios without exposing themselves to the risks of training in the field. This article delves into the impact of VR and AR in the military, examining not only the practical benefits but also the technological challenges, social implications, psychological impact and ethical issues related to their use.

In a media-saturated online ecosystem, educational technology that fosters virtual interactions and learning opportunities, unlike those taking place face-to-face, has to bear special characteristics that facilitate the way we build our connection with others or access, consume, and produce new information. The present study focuses on the design and implementation of a rubric for the peer assessment of collaborative educational Virtual Reality (VR) environments that were built with the aim to provide immersive-triggered meaningful learning instances. It presents the methodology employed to create the tool, its use in peer evaluation processes, and the implementation findings. The stages of the methodology employed involve the review of existing tools, the rationale lying in the creation of the certain tool, and the recruitment of educators and/or trainers to pilot test it. To this end, there was a purposeful recruitment of participants of a postgraduate program in immersive technologies, with diverse demographics and from different disciplines, who were invited to work collaboratively, in pairs or groups of three, with the intent to design and develop an educational intervention of their choice in Spatial.io software. The stages of the methodology further involved microteaching sessions with other groups, peer evaluation based on the quality criteria provided, and self-reflection and evaluation of their educational interventions. The study outcomes revealed (i) the key evaluation criteria that proved to be critical for the design of quality immersive experiences, (ii) the usefulness of the rubric created to facilitate the pilot testing of the prototypes, and (iii) challenges and benefits that arise from peer evaluation practices. In the context of interdisciplinary, diverse age and professional experience demographics peer evaluation, digital, content, and pedagogical concerns arose providing fruitful feedback to their peers for the refinement of the design of their VR environments. Challenges and recommendations of the peer review processes are also discussed.

This study aims to investigate the factors influencing educators' job satisfaction in virtual learning environments (VLEs) at private higher education institutions (PHEIs) in Nilai, Negeri Sembilan, Malaysia. The main objectives are to examine the relationships between paradigm shift, teaching load, online technologies, professional development, educational policies, and educators' job satisfaction. The research method employed is quantitative. A selfadministered online survey questionnaire will be used to collect data from 200 educators, including full-time, part-time, and adjunct faculty, from four selected PHEIs in Nilai. A simple random sampling technique will be used to select the sample. The quantitative data collected will be analysed using SPSS and Smart PLS software. Structural Equation Modelling (SEM) will be employed to examine the relationships between the variables and test the proposed model and hypotheses. The significance of this study is to provide new insights to support the job satisfaction of educators in VLEs at private higher education institutions. The findings will contribute to examining the effectiveness of current initiatives and policies related to the use of VLEs in higher education. Additionally, the study aims to provide understanding and awareness among educators about the factors influencing their job satisfaction and how to sustain their careers in the virtual learning environment.

With the advent of computer and internet, the whole socio-cultural setup has turned upside down. Covid-19 has posed new challenges in every sphere of our lives and the field of education is no exception to it. Amidst the situation of growing distancing among teachers and students, 'social distancing' may become a major intimidation. In this light, the present paper attempts to demonstrate how the use of student-centric ICT tools for blended learning environment and how using mobile phones with internet connectivity can be an effective way out for the teachers in traditional classrooms. It attempts to share a personal experience of creating the active learning environment by the resourceful use of the free online Learning Management System (LMS), namely Canvas by Instructure and Moodle.

The Instructional design plays a key role in the effectiveness of various educational courses. Studies have shown that the Instructional design is one of the key factors that affect the quality of e-learning courses; however, not enough attention has been paid to the instructional design for designing and implementation of e-learning courses. As a result, we face courses and programs which lack quality. Therefore, exploring the effective components of e-learning designing in the literature and offering an e-learning instructional design for higher education was the purpose of this study. To this end, the study used a systematic review and some keywords related to the instructional design were searched for in scientific databases. After reviewing the articles, 33 studies, conducted between 2015 and 2019, were reviewed. The findings showed that needs analysis, content analysis, learner analysis, instructional principles and strategies, learning environment design, electronic content development, messages design, guidance and support, and assessment and evaluation were the primary components affecting the effectiveness of e-learning. Finally, having reviewed and analyzed the results, examined their relevance to the instructional design, and taken into account the experience of authors in the field of e-learning, a framework was proposed for e-learning instructional design, hoped to be utilized by researchers and e-learning practitioners.

Sprache ist ein komplexes soziales Phänomen, das den Menschen von anderen Spezies unterscheidet. Eine Sprache zu beherrschen, gelingt hauptsächlich durch die Fertigkeiten (Lesen, Hören, Sprechen und Schreiben), aber es gibt auch Basiskompetenzen, die im Fremdsprachenunterricht zur Entwicklung dieser Fertigkeiten Hilfe leisten. Grammatik ist eine wichtige Basiskompetenz, deren Rolle im Fremdsprachenunterricht lange Zeit umstritten war. Grammatik kann als Mittel zum Zweck dienen und die vier Fertigkeiten verbessern. Die sinnvolle Vermittlung von Grammatik ist bereits im Präsenzunterricht anspruchsvoll, im Fernunterricht stellt sie eine besondere Herausforderung dar. Ziel dieser Studie ist es, die Meinungen der DeutschlehramtsstudentInnen zum Grammatiklernen im Fernunterricht zu erheben und zu analysieren. Insbesondere sollen die Vor-und Nachteile des Grammatiklernens im Fernunterricht sowie mögliche Vorschläge der StudentInnen zur Verbesserung, Vereinfachung und Effizienzsteigerung des Prozesses aufgezeigt und diskutiert werden. Die Daten dieser phänomenologischen Studie wurden durch die deskriptive Analyse dargestellt. Die Ergebnisse zeigen, dass die Mehrheit der StudentInnen (54,54%) über ausreichende technische Möglichkeiten und Kenntnisse verfügt. Im Gegensatz dazu haben viele Teilnehmer (72,72%) negative Ansichten über das Grammatiklernen im Fernunterricht, insbesondere über die geringe aktive Beteiligung und den Mangel an Interaktion.

Esta obra intitulada A Nau do Século XXI: O Brinquedista no Espaço do Brincar se constitui de uma Carta Náutica que traça pistas na construção dos trajetos da viagem para analisar os elementos construtores à formação do Brinquedista Virtual de forma geral na disciplina Jogos e atividades lúdicas e de modo específico no “Espaço do Brincar”, com a abordagem de inspiração cartográfica e qualitativa não havendo separação entre o conhecer e o fazer.

This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a spot test, taken immediately after the lecture and the game, and seven day retest scores. It also presents data collected and evaluated on decision-making from three distinct groups: executives (including entrepreneurs), gamers and non-gamers.

While previous studies in computer-assisted language learning have extensively explored sociolinguistic factors, such as cultural competence, important psycholinguistic factors such as online L2 motivational self-system, L2 grit, and online self-regulation in relation to virtual exchange (VE) have remained widely unexplored. To address this gap, a study was conducted with 92 Spanish English as a foreign language learners who exchanged language and culture with Cypriot and Irish students and responded to questionnaires adapted for the study context, as part of the SOCIEMOVE (Socioemotional Skills Through Virtual Exchange) Project. The partial least squares structural equation modeling approach showed that language learners who set positive personal goals for the future and evaluate their current learning progress in VE can regulate their learning in it. Interestingly, the sign of authenticity gap was found in the study context, since learners' motivation to learn in VE was higher compared to their previous language learning contexts, resulting in more effort and consistency of interest in setting their goals, evaluating their progress, and asking for help from others. Furthermore, learners' L2 grit moderated and mediated the correlation between learners' online motivation and online self-regulation, indicating that VE success requires longterm perseverance of effort and consistency of interest. Accordingly, a new conceptual framework for VE was developed. In addition, one of the main implications is that teachers who employ VE should focus more on learners' current needs and the goals they wish to achieve when exchanging information rather than only focusing on their accomplishments based on the course syllabus.

In the modern era we lived in a digital environment surrounded by technologies. So, our education system is not bound with chalkboard and paper-pencil task. During the pandemic period our teaching learning process is conducted by smart technologies in a cyber world. But education and technology are always updating itself. So, we must have to connect with the new technologies because new technology will grab the society. It is obvious o say that one day present technology is backdated and new technologies will be adopted in every aspect. Different social media is not popular a few years ago but now a day these media is the most popular social media. In future these media replace a new one. In future we will use Robot Assisted Teaching-Learning Process, interactive three dimensional software, E-rate programme, augmented reality technology etc.In future new technology will challenge the teaching learning process. But it will be adopted by digital native and digital immigrants. It is expecting technology always give a new change in present as well as future .We assume about the future but not ensure the future. In this point of view the paper aimed to find out the present perspective of digital teaching learning process and what will be the assumptions in future we have adopt the new digital teaching learning process. To attempt this exploratory research methodology are used .This paper based on secondary source of information gathered from various book, research paper and authentic website etc.

Museums have a deep impact on lifelong learning process where they are active tools to enhance social inclusion, active citizenship, and personal development. The biggest argument that raises doubt over lifelong learning process in museums is the quality of the experiences presented by the museums. At the beginning of the 19th century, new ideas developed and museums were used for educating and enlightening the general public in order to civilize people and make the societies better 1 .Thereby, they were given the role of serving as one of the societies' main cultural institutions. Museums are also to serve as resources for all humankind, to increase knowledge and to nourish the human spirit for posterity .2 This paper tackles the experience of lifelong learning presented by museums, and how this experience significantly outweighs the issues, challenges and disadvantages of lifelong learning especially on adults and children literacy.

Este artigo explora a dinâmica entre a formação integrada e a avaliação da aprendizagem dentro dos Ambientes Virtuais de Ensino e Aprendizagem (AVEAs), com um foco específico na Educação Profissional e Tecnológica (EPT) no Brasil. Central para este estudo é um Guia para Avaliação da Aprendizagem em AVEAs, que será elaborado no contexto de uma pesquisa de mestrado. O artigo analisa como este guia poderá enriquecer as práticas pedagógicas nos AVEAs, contribuindo para uma abordagem de avaliação de aprendizagem em consonância com os pressupostos da formação integrada e centrada no aluno. Discute-se a potencialidade do guia em facilitar uma avaliação formativa, também dialógica e reflexiva, apoiando os objetivos de uma educação profissional e tecnológica mais integrada. Além disso, explora-se como o uso estratégico das ferramentas disponíveis nos AVEAs, conforme orientado pelo guia, pode otimizar o processo de avaliação, promovendo a autonomia dos alunos e melhorando a qualidade do feedback. O artigo visa, portanto, fornecer ideias tanto práticas quanto teóricas para o avanço da EPT no Brasil, propondo caminhos para alinhar a prática educativa com uma abordagem mais interativa e engajadora.

In response to the increasing demands placed on educational institutions, there is a clear need for technological advancements that can enhance the student experience while maintaining data security. This article describes the development of a Virtual Queueing System (VQS) specifically designed for the Durban University of Technology (DUT) to tackle these challenges strategically. The proposed system aims to minimize physical waiting times, ultimately enhancing the overall student experience. To ensure student information remains private and secure, the system incorporates a robust multi-layered security protocol. The goal of this research is to provide recommendations for enhancing service quality, ensuring data security, and reducing wait times across various industries that utilize virtual queuing systems. The findings from this research demonstrate the potential of digital solutions in positively transforming educational institutions.

Purpose – This article investigates the potential of augmented reality (AR) for virtual
learning in higher education. This review discusses the advantages as well as
disadvantages of virtual learning, as well as the advantages and functions of augmented
reality in digital literacy on innovative education. With the launch of electronic literacy
about two years ago during the COVID-19 epidemic, considerable changes in literacy and
tuition methods in higher education have previously occurred. It has become clear that
virtual literacy issues are far worse than actual literacy issues. To meet the needs of
today's scholars and establish novel tutoring approaches, educational institutions must
implement new literacy technology, such as augmented reality. By implementing nascent
literacy technology, this investigation hopes to lead to a better comprehension of stoked
reality in virtual literacy for advanced education researchers.
Method – The goal of this essay is to investigate the use of augmented reality in higher
education for virtual learning. The moderate category of this technology will also be
investigated. Head-mounted displays are occasionally used in conjunction with real-world

environments or props, such as when simulating takeoff on a motion platform; however,
augmented reality makes reading and teaching methods far more accessible.
Results – Similarly, a use case was created to demonstrate the student journey using
stoked reality software on the mobile device to fantasize, comprehend, and make
learning more accessible for students to engage with their environment.
Conclusion –     
Augmented reality has the potential to identify educational surroundings
as far more accurate, acceptable, more unifying than digital illiteracy. Increased reality
technology affects literacy and the higher education system. It possesses the possibility
of increasing the approachability and accessibility of literacy sources in team and personal
study.
Recommendations – To successfully integrate augmented reality into the Internet of
Things for virtual learning in higher education, organizations need to put a high priority
on staff development, make significant infrastructure investments, and foster cross
disciplinary collaboration.
Practical Implications – Higher education institutions should prioritize data security and
ethical issues while simultaneously investing in faculty development and AR-IoT
infrastructure.
Keywords – electronic literacy, virtual learning environment, augmented reality in
education, scope quality effort risk timing, higher education

Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and inthe-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors' academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.

This literature review explores the role of speech pathology in education, focusing on how communication challenges influence academic and social outcomes. It highlights the historical integration of speech-language pathology (SLP) into educational settings, emphasizing its major impact on students' success. The review also examines practical solutions, such as collaborative frameworks between educators and SLPs, Universal Design for Learning (UDL), and advanced technologies like AI-powered tools. By adjusting instruction to accommodate a range of communication needs, these interventions make sure that kids can succeed in inclusive classrooms. Speech pathology has changed from solitary clinical practice to teamwork in educational institutions. Teachers and SLPs help students overcome communication barriers and actively participate in learning by incorporating strategies including individualized education plans (IEPs) and accessible teaching approaches. This essay also discusses possible avenues for systemic transformation. Standardized regulations, greater training for teachers in communication assistance, and more resources for SLPs could all benefit education as a whole. In order to guarantee that every student has access to a worthwhile education, this literature review highlights the significance of ongoing studies.

La situación actual por la que atraviesa la humanidad producto de la crisis sanitaria derivada del CO￾VID-19, ha transformado la dinámica social afectando directamente a la economía, salud y particularmente a la educación en todos sus niveles. Estos cambios han conllevado a la búsqueda de soluciones improvisadas y aceleradas que permitan contener los efectos de la problemática mundial, una de estas
soluciones en materia de educación es la sustitución de clases presenciales a una modalidad virtual, sin embargo, se hace necesario indagar las consecuencias que este escenario de complejidad está teniendo sobre la calidad de la educación, producto de lo anterior, el presente capítulo tiene como objetivo Analizar la percepción de los estudiantes de la Facultad de Ciencias Políticas y Relaciones In￾ternacionales de la Universidad Autónoma de Nuevo León y estudiantes de la Carrera de Ciencias Polí-
ticas y Gestión Pública de la Universidad Politécnica de Nicaragua acerca de la calidad de la educación en modalidad virtual. El estudio se realizó bajo una metodología cuantitativa-descriptiva, se diseñó un instrumento denominado “Encuesta de percepción estudiantil” el cual permitió conocer y analizar la percepción que tienen los estudiantes sobre la calidad de la enseñanza en los espacios virtuales. Se
concluye que es importante que las Universidad implementen estrategias Técnicas, Metodológicas y Comunicacional para el fortalecimiento de la calidad de la educación en la modalidad virtual.

When facilitating mental health interventions, therapists typically involve clients in discussion within a room containing seating and a table. We argue that digital technologies can be leveraged to encourage physiological, multisensory experiences for users to work through their challenges. In the context of trauma in mental healthcare, where the body's involvement can play a critical role in the recovery journey, such an approach can offer potential in altering the dynamic of how interventions are delivered and received. This infers a client-led process where environment and features become inclusive to a holistic treatment pathway. We developed an intervention called The Timeline, situated in an immersive interactive virtual environment (IIVE). The iterative process was informed by interviews with 12 "Experts by Profession", as frontline mental health workers with an average engagement of 16 years. We then invited 12 "Experts by Experience", with lived understanding of a range of trauma, to trial and evaluate the system at a UK-based hospital. We report on data from participants across both studies, evidencing how The Timeline, as bespoke content, could lead to participatory choice and personalized control in the context of dig-ital therapy. Finally, we discuss how IIVEs could become a new platform towards a more integrative therapeutic delivery in mental healthcare.

RESUMEN. numerosas investigaciones muestran los beneficios de combinar metodologías
presenciales y virtuales en la educación superior. En este artículo se desarrolla el marco teórico para identificar aspectos relevantes en programas
combinados de educación superior, que involucran la incorporación de metodologías presenciales en
programas predominantemente en línea. El análisis de la literatura revela que la incorporación de módulos presenciales en el diseño curricular
de programas en línea tiene un impacto positivo en diversos factores como la confianza mutua, la
cohesión entre los participantes y la motivación grupal, al influir en las relaciones interpersonales y
fortalecer el sentimiento de pertenencia al colectivo, proporcionando un impacto positivo en la
satisfacción general y la reducción de tasas de abandono.

ABSTRACT. numerous research studies demonstrate the benefits of combining face-to-face and
virtual methodologies in higher education. This article develops the theoretical framework to identify relevant aspects in blended programs of
higher education that involve the incorporation of face-to-face methodologies into predominantly
online programs. The literature analysis reveals that incorporating face-to-face modules into the curriculum design of
online programs has a positive impact on various factors such as mutual trust, participant cohesion, and group motivation, by influencing interpersonal relationships and strengthening the sense of
belonging to the collective providing a positive impact on overall satisfaction and the reduction of
dropout rates.

The digital tools for 3D restoration, reconstruction, and archival that have emerged in the past forty years have shown growing potential in driving the documenta-tion of a monument’s condition, developing hypotheses of restoration, and recontextual-izing these monuments in their original cityscape or landscape. Through the introduction of Yorescape™, a streaming app for virtual tourism developed by Flyover Zone, this ar-ticle explores the implication and application of virtual tourism on the cultural heritage tourism sector. Examining current virtual tours in comparison to those offered by Yores-cape, the features of Virtual Tourism 1.0 and Virtual Tourism 2.0 are compared across technologies, visual assets, guidance, communications, accessibility, and repeatability. The features are then examined from the theoretical lenses of presence, immersion, in-teractivity, social engagement, accessibility, and user empowerment. Differences in in-formation reliability, creation, and transparency between the two are also explored before a model on open access and paid access third-party peer-reviewed virtual experiences is presented. Thus, Virtual Tourism 2.0 is intended to be a way that cultural heritage professionals can take control of important new mediums and apply their own longstand-ing standards of public communication. For institutions, it can help to sustain cultural heritage research through generating new income streams. For users, Virtual Tourism 2.0 highlights potential to improve multiple facets of the visitor experience journey to cultural heritage sites and monuments. Whether it is preparation pre-travel, using virtual tours as extended reality (XR) guides when in-situ, or keeping their memories alive as well as deepening their understanding post-travel.

Understanding the effects of different functionality in complex learning environments is one of the key challenges of learning technology research. Particularly for new personal learning environments, which combine a variety of services to offer new educational approaches such comparisons become increasingly important for analysing the effects compared to established learning environments. This paper discusses the use of cross-system log file analysis for enabling the comparison between different logging approaches used either ...

We are living in an essentially technological world, in which technology facilitates and promotes the development of institutions and the people who work or study in these institutions. Thus, it is claimed that technology should increasingly meet people's needs according to their goals, interests and learning styles. Aiming to imp rove the teaching and learning process, and based on a perspective of adaptation of the learning environment to the learner's needs, we present, in this article, the integration of learning styles in learning management systems by integrating the Honey-Alonso Learning Styles Questionnaire (CHA EA) in Sakai collaborative learning environment, which was adopted in a higher education institution.

Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow studentsâ?? interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials. The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the studentsâ?? learning styles.

The problem of teamwork evaluation and assessment in the field of education has so far been partially solved. A large amount of research has been done in this discipline regarding the evaluation or assessment of teams with a single level of hierarchy where a team member is assessing or evaluating his team leader, and its opposite when a team leader evaluates or assesses his team members. However, the evaluation or the assessment of teams in this context does not take into consideration the case of the evaluation or the assessment of teams with several levels of hierarchy unlike in the field of management, where this problem is solved through management systems and information systems that assess or evaluate teams with a tree structure. This doctoral project aims to solve this problem and implements methods of assessing teams with several levels of hierarchy and also to develop a computer application accessible by Internet which would implement this evaluation or assessment
process in the field of education. The current doctoral project therefore implements a solution to allow the assessment of teams with several levels of hierarchy in the field of education. Usually, when a teacher assesses the work of several students, the assessment is the same for
all of the students. This allows the teacher to make a judgment on the achievement of the learning objectives by the students as well as to rank them according to the results obtained. However, in some
cases, there may be complex courses, performances, assignments, productions, homework, exams, or assessment tasks that can be completed as a team and these teams may have multiple levels of
hierarchy. In this case, the assessment parameters are not necessarily the same for all the students and can thus vary according to their hierarchical position within the team. Some students will simply be members of a team, while others will be team leaders or even group administrators that supervise team leaders. Furthermore, for educational purposes, teams can be formed or reconfigured during the same semester so that their members can occupy different hierarchical positions during the same assessment task. This research project is particularly interested in such evaluation and assessment situations. This research focuses more specifically on the development and programming of an Internet
application for the implementation of a hierarchical aggregate assessment and evaluation process. The application includes assessment and evaluation grids whose criteria vary according to the hierarchical
position of the members of a team. To do this, the application developed must include an aggregation processes that allows the formation and dissolution of teams with several levels of hierarchy, implement formative and summative assessment processes that change according to the hierarchical level or position of the members of the team as well as features for presenting complex assessment tasks to teams with several levels of hierarchy. Following considerations related to the theoretical
framework, it appeared necessary to define two specific objectives of that doctoral research project that are (1) the development of a computer application meeting the list of criteria defining the hierarchical aggregate assessment process as well as (2) the testing of the application to verify its functionality and user satisfaction by experimental subjects that were experimenters, teachers, professors, high school students and Army Cadets.The Cluster Internet application was developed in PHP with a MySQL database by the Cdame research laboratory according to a research and development methodology. The first functional
testing was performed by researchers at the Cdame research center. During this stage, the researchers tested the proper functioning of the software, the aggregation process, the assessment grids as well as
the presentation application for teamwork complex assessment tasks with several levels of hierarchy. The operation of the application and the functionality of the user interface were tested in subsequent
iterations. The second functional test was performed by researchers from CDAME as well as by other professors and students from UQÀM. The second functional testing aimed to test the Internet application in computer laboratory by the presentation of a complex assessment task for teams with several levels of hierarchy in which the researchers were playing the part of team members that were assigned different hierarchical positions. The application was then subjected to two empirical tests. The first was performed as part of an educational internship and resulted in several modifications to the application. The second took
place within the organization of Army Cadets as part of training on cartography with land navigation using map reading and compass in teams by doing patrols of a determined area. Testing of the
application with experts, teachers and students has shown that the «Cluster» Internet software application effectively allows teamwork to be managed. That being said, the development related to the assessment according to the hierarchical position will unfortunately require re-testing with other students in the future to see if they are successful in participating in the hierarchical aggregate assessment of learning process and to take advantage of all its possibilities. It was also observed that
some users had difficulty using the application and understanding how it works. One of the testing phases observed that the teaching internship curriculum was not sufficiently adapted to include the use of the «Cluster» Internet software application. Furthermore, the time that users spent familiarizing themselves with the operation of the Internet application was considered too long in the case of experiments with high school students as well as with Army Cadets.Improvements will have to be made for future use of the «Cluster» Internet software application, mainly with regards to the XML, SCORM and IMS QTI standards. Considering further developments for the actual research, it would be relevant to think about developing a hierarchical aggregate assessment software activity module compatible with Moodle so that teamwork assessment could be easily implemented in the Moodle environment which has already been adopted by several academic institutions. Finally, constraints both with regards to training programs and current pedagogical practices make the implementation of a process for the assessment of the learning of
teams with several levels of hierarchy quite difficult. Eventually, the experimentation of hierarchical aggregate assessment process should be associated with an appropriate pedagogical scenario and also could be implemented in parallel programming. These two last considerations could also be the subject of other research projects.

The opportunity to develop graduate attributes beyond disciplinary expertise is an essential component of any degree programme, and students should develop these during their time within higher education. Graduate attributes can be considered as high-level skills and qualities beyond technical knowledge, which enable higher education institutions to produce more employable graduates. However, there are significant challenges in developing such skills and qualities, where remote teaching and learning complicate this further. Online teaching does not wholly derail the opportunities for students to achieve existing graduate attributes-in contrast, it also creates opportunities for innovation and shapes graduates in preparation to be the next-generation workforce. In this paper, we aim to study and synthesise existing knowledge on the effect of online hybrid teaching on graduate attributes. A systematic literature survey was completed revealing that educational institutions continue using online or hybrid instructional modes, affecting graduate attributes positively and negatively. Therefore, to effectively develop graduate attributes, there is a requirement for fundamental changes in instructional strategies, teaching-learning behaviours, upgrading of facilities and curriculum adaptations. We review graduate attributes in the higher education literature, including the impacts resulting from remote teaching and learning. The paper also identifies the general challenges to developing graduate attributes, as well as more specific challenges as a result of hybrid and online teaching and learning.

This study explores the cultural shock experienced by Chinese international students in Philippine higher education and their coping strategies. With the growing number of Chinese students choosing the Philippines as a study destination, they encounter challenges related to language barriers, educational system differences, social and cultural variations, and lifestyle changes. Using both quantitative and qualitative methods, the study examines the sources of cultural shock and evaluates the effectiveness of adaptation strategies through questionnaires and interviews. The findings indicate that although students employed strategies like participating in social activities, seeking institutional support, and self-regulation, the outcomes varied based on individual and cultural factors. The study suggests that a combination of institutional support, self-regulation, and social network development can better assist international students in adapting to their new environment and academic life.

La importancia del uso de las tecnologías educativas ha sido estudiada ampliamente en el ámbito académico. El objetivo de utilizar estos recursos en las aulas es contribuir con el mejoramiento del proceso de aprendizaje ofreciéndole al alumno un entorno para la exploración, la experimentación y la creatividad que favorezca la comprensión y apropiación de los conceptos y significados de los objetos matemáticos de estudio a partir de la visualización gráfica [1]- . Aunque es sabido también que la sola incorporación de estas tecnologías en el proceso educativo no garantiza las mejoras esperadas, sino que debe acompañarse con reformas profundas en las estrategias de enseñanza. En el proyecto en el que se enmarca este trabajo, se propone como línea de investigación la articulación entre distintas ciencias, para lograr un mejor aprendizaje y se plantea ahondar, desarrollar, generar, implementar y evaluar en el tiempo, las actividades de articulación y nuevas instancias que surjan de las diversas estrategias didácticas y metodológicas de enseñanza. Sumado a esto, se recomienda integrar contenidos y disciplinas, de acuerdo con la nueva corriente que se ha gestado en la Comunidad Europea y en Estados Unidos, denominada STEM (acrónimo en inglés de science, technology, engineering y mathematics). La articulación entre las distintas asignaturas puede lograrse de diversas maneras. Una de ellas es la creación de recursos educativos transversales a las mismas. En este contexto, se comenzó a pensar en el diseño de materiales que puedan ser utilizados, en principio, en asignaturas de matemática y de física y que puedan acompañar el recorrido de los alumnos a través de estas. De acuerdo con Kelley y Knowles [4] "los estudiantes se sienten desinteresados en ciencia y matemática cuando las aprenden de manera aislada perdiendo las conexiones entre los conceptos transversales y las aplicaciones en el mundo real" y además sostienen que "los estudiantes no utilizan naturalmente su conocimiento disciplinar en contextos integrados, necesitan ayuda para conectar esas ideas de manera productiva". Los recursos educativos digitales han mostrado tener un gran potencial para la enseñanza de las ciencias y se considera que pueden aportar en forma positiva a la articulación entre las distintas materias. Sin embargo, en nuestra unidad académica las aulas ya no cuentan con computadoras y el hecho de tener que movilizar dispositivos tipo laptops repercute negativamente en las experiencias áulicas realizadas . El Aprendizaje móvil o mobile learning es un tipo de aprendizaje que se lleva a cabo a través de dispositivos portátiles satisfaciendo las necesidades del usuario en cuestión de segundos, en términos de acceso a datos cambiantes y comunicación con otros sin apegarse a nada y en cualquier lugar . Entre las ventajas que enumeran diversos autores podemos destacar: facilidad de transportar a cualquier lugar, conectividad independiente del lugar de ubicación, inmediatez

In communities where there is a small population, exists multigrade schools that deliver education to learners who cannot attend monograde schools because of several challenges such as topography and distance such as in the Philippines with over 8,000 multigrade schools. There are only very few studies about it in the province of Region X, Philippines, specifically in Gingoog City where there are 23 multigrade schools. So, this study sought to determine if multigrade classrooms are viable alternative to monograde classrooms by comparing the reading comprehension of sixth graders in these two types of classrooms in Gingoog City. This study used descriptive and causal-comparative designs of research. There were 37 respondents in multigrade group using total sampling method, and 136 in monograde group using proportionate stratified random technique with Raosoft sample size calculator. The instrument used in this study was a 40-item reading comprehension adapted from PHIL-IRI 2018, deemed reliable (0.70) through Kuder-Richardson 20. Frequency and percentage were used to measure students' reading comprehension in the two groups, and an independent t-test was used to establish whether there was a significant difference between the two groups' reading comprehension. Results revealed that there is no significant difference in the reading comprehension between the sixth graders of multigrade and monograde classrooms. This implies that multigrade education is a good alternative to monograde education and is therefore recommended to be continued. However, the study revealed that the majority of the respondents are frustration readers, so further research is needed to explore further their reading comprehension.

Effective synchronous instruction over the Internet has been the quest of researchers and practitioners for some time. As technology advances and today's students become increasingly more techno savvy, Virtual Learning Environments are becoming a viable vehicle for distance instruction. Synchronous learning environments provide rich opportunity for building learning communities and Virtual Learning Environments allow students a sense of presence within their class. This explanatory case study investigated ...

With the ubiquitous role of Artificial Intelligence (AI) in everyday applications such as smartphones and social media, children need digital literacy skills to navigate the digital world, critically view, and reflect on the social and ethical implications of the design and architecture of AI systems. To address this increasing need for AI literacy skills, particularly for younger students, this paper presents the rationale of the LearnML project which aims to develop a framework and game-based educational material for promoting AI literacy among primary and secondary education students. We also describe the design and initial assessment of the game "Art-Bot", developed as part of the LearnML project. We review existing literature, discuss the educational game design and development of "ArtBot" and describe the initial feedback of students and teachers. Our goal is to provide insights and suggest guidelines for the implementation of game-based learning environments for supporting AI literacy skills of students.

Günümüzde teknoloji giderek gelişmekte ve teknolojinin gelişimi ile birlikte eğitim ihtiyacını karşılama seçenekleri çeşitlenmektedir. Bu seçeneklerden olan uzaktan eğitim, giderek hayatımızın bir parçası haline gelmiştir. Bu araştırmada, lisans düzeyinde her öğrencinin mezun olabilmek için başarılı olarak tamamlaması gereken zorunlu ortak derslerin uzaktan eğitim şeklinde yürütülmesine ilişkin öğrenci görüşlerini alarak mevcut durumu ortaya koymak amaçlanmıştır. Nitel araştırma yöntemlerinden olgu bilim deseninin kullanıldığı araştırmanın çalışma grubunu; ölçüt örnekleme, maksimum çeşitlilik örnekleme ve kolay ulaşılabilir örnekleme yöntemi ile seçilen dokuz ön lisans ve lisans öğrenci oluşturmaktadır. Araştırmanın verileri, nitel görüşmeler ile yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Veriler, içerik analizi tekniği ile analiz edilmiştir. Bulgulara göre öğrenciler; okula az gitmeleri, diğer derslere vakit ayırabilmeleri, derslerin sonradan telafisinin yapılabilmesi ve örgün eğitimde yaptıkları çeşitli harcamaları azaltması nedeniyle zorunlu ortak derslerin uzaktan eğitim şeklinde verilmesini yararlı bulmuşlardır. Ayrıca; kullanılan dokümanlar iyileştirilebilir, devam zorunluluğu sisteme giriş çıkışlara göre hesaplanabilir, öğretim elemanı ile iletişim kurulacak bir platform tasarlanabilir, uzaktan eğitime özel öğretim elemanı kadrosu kurulabilir ve mevcut durumda ortalamaya etki etmeyen notlar ortalamaya etki edebilir şeklinde öneriler getirilebilir.

The rise of information and communication technologies has not gone unnoticed in the university context. An increasing number of university faculty members are using technological resources in their teaching. However, the success of technologies in the teaching and learning process depends on the way they are used. This article analyses the actions of university faculty members who engage in inclusive teaching practices using educational technologies in their classrooms. A qualitative approach was followed using the biographical narrative method. Data collection was carried out through semi-structured individual interviews with 42 inclusive faculty members from 6 Spanish public universities. The results obtained reveal the technological resources used by these faculty members in their classrooms, the main uses they make of virtual learning platforms, as well as the actions that the faculty members implement to facilitate access and participation of students with disabilities through the use of technologies. These results allow us to detect some of the faculty’s training needs related to the use of educational technologies and offer practical keys that contribute to guaranteeing inclusive and quality learning for all students.

The problem of teamwork evaluation and assessment in the field of education has so far been partially solved. A large amount of research has been done in this discipline regarding the evaluation or assessment of teams with a single level of hierarchy where a team member is assessing or evaluating his team leader, and its opposite when a team leader evaluates or assesses his team members. However, the evaluation or the assessment of teams in this context does not take into consideration the case of the evaluation or the assessment of teams with several levels of hierarchy unlike in the field of management, where this problem is solved through management systems and information systems that assess or evaluate teams with a tree structure. This doctoral project aims to solve this problem and implements methods of assessing teams with several levels of hierarchy and also to develop a computer application accessible by Internet which would implement this evaluation or assessment process in the field of education. The current doctoral project therefore implements a solution to allow the assessment of teams with several levels of hierarchy in the field of education.
Usually, when a teacher assesses the work of several students, the assessment is the same for all of the students. This allows the teacher to make a judgment on the achievement of the learning objectives by the students as well as to rank them according to the results obtained. However, in some cases, there may be complex courses, performances, assignments, productions, homework, exams, or assessment tasks that can be completed as a team and these teams may have multiple levels of hierarchy. In this case, the assessment parameters are not necessarily the same for all the students and can thus vary according to their hierarchical position within the team. Some students will simply be members of a team, while others will be team leaders or even group administrators that supervise team leaders. Furthermore, for educational purposes, teams can be formed or reconfigured during the same semester so that their members can occupy different hierarchical positions during the same assessment task. This research project is particularly interested in such evaluation and assessment situations.
This research focuses more specifically on the development and programming of an Internet application for the implementation of a hierarchical aggregate assessment and evaluation process. The application includes assessment and evaluation grids whose criteria vary according to the hierarchical position of the members of a team. To do this, the application developed must include an aggregation processes that allows the formation and dissolution of teams with several levels of hierarchy, implement formative and summative assessment processes that change according to the hierarchical level or position of the members of the team as well as features for presenting complex assessment tasks to teams with several levels of hierarchy. Following considerations related to the theoretical framework, it appeared necessary to define two specific objectives of that doctoral research project that are (1) the development of a computer application meeting the list of criteria defining the hierarchical aggregate assessment process as well as (2) the testing of the application to verify its functionality and user satisfaction by experimental subjects that were experimenters, teachers, professors, high school students and Army Cadets.
The Cluster Internet application was developed in PHP with a MySQL database by the Cdame research laboratory according to a research and development methodology. The first functional testing was performed by researchers at the Cdame research center. During this stage, the researchers tested the proper functioning of the software, the aggregation process, the assessment grids as well as the presentation application for teamwork complex assessment tasks with several levels of hierarchy. The operation of the application and the functionality of the user interface were tested in subsequent iterations. The second functional test was performed by researchers from CDAME as well as by other professors and students from UQÀM. The second functional testing aimed to test the Internet application in computer laboratory by the presentation of a complex assessment task for teams with several levels of hierarchy in which the researchers were playing the part of team members that were assigned different hierarchical positions.
The application was then subjected to two empirical tests. The first was performed as part of an educational internship and resulted in several modifications to the application. The second took place within the organization of Army Cadets as part of training on cartography with land navigation using map reading and compass in teams by doing patrols of a determined area. Testing of the application with experts, teachers and students has shown that the «Cluster» Internet software application effectively allows teamwork to be managed. That being said, the development related to the assessment according to the hierarchical position will unfortunately require re-testing with other students in the future to see if they are successful in participating in the hierarchical aggregate assessment of learning process and to take advantage of all its possibilities. It was also observed that some users had difficulty using the application and understanding how it works. One of the testing phases observed that the teaching internship curriculum was not sufficiently adapted to include the use of the «Cluster» Internet software application. Furthermore, the time that users spent familiarizing themselves with the operation of the Internet application was considered too long in the case of experiments with high school students as well as with Army Cadets.
Improvements will have to be made for future use of the «Cluster» Internet software application, mainly with regards to the XML, SCORM and IMS QTI standards. Considering further developments for the actual research, it would be relevant to think about developing a hierarchical aggregate assessment software activity module compatible with Moodle so that teamwork assessment could be easily implemented in the Moodle environment which has already been adopted by several academic institutions. Finally, constraints both with regards to training programs and current pedagogical practices make the implementation of a process for the assessment of the learning of teams with several levels of hierarchy quite difficult. Eventually, the experimentation of hierarchical aggregate assessment process should be associated with an appropriate pedagogical scenario and also could be implemented in parallel programming. These two last considerations could also be the subject of other research projects.

CARLOS G. GIORGETTI: Especializado en la enseñanza a distancia en la UBP en los diplomados superior universitario en EaD, de experto universitario en diseño instruccional para educación en la linea del CREAD y en E learning con Moodle y recursos Open Source, de la UTN-FRBA y Net learning.

The rapid advancement of artificial intelligence (AI) has transformed the field of education globally. AI generative tools hold immense potential to revolutionize the way students of Journalism and Media Studies (JMS) learn and create contents. The recent unbundling of Mass Communication into eight distinct disciplines by the National Universities Commission (NUC) in Nigeria and the introduction Core Curriculum Minimum Academic Standards (CCMAS) aims among others at producing graduates that would be creative, innovative, employable and entrepreneurial in the already competitive and ever-evolving digital landscape. Against this background, the study examined the utilization of AI generative tools to enhance the learning experience of Journalism and Media Studies’ students at Federal University Otuoke, Bayelsa State, Nigeria. Anchored on Digital Generative Media Tool Theory (DGMTT), the study investigated the benefits, challenges, and considerations of using AI generative tools in journalism and media education. The study employed a mixed-method involving survey and in-depth interviews. Findings reveal that AI generative tools hold immense potential for transforming journalism and media studies education by providing students with more opportunities to practice their skills with personalized learning experiences, automating routine tasks, and fostering creativity. Despite the transformative potential of AI generative tools, the study found the challenges associated with their application to include potential biases inherent in AI models, plagiarism risks, and the need for human oversight to ensure ethical and responsible usage. The study recommended that Federal University Otuoke should provide students with access to AI generative tools; offering training and workshops; integrating AI tools into the curriculum; and developing ethical usage guidelines.
Keywords: AI generative tools, Journalism and Media Studies (JMS) education, Federal University Otuoke, Digital Generative Media Tool Theory (DGMTT), Core Curriculum Minimum Academic Standards (CCMAS)

Iconicity, the perceived relationship between form and meaning, is essential for language learning but remains underexplored in VR. While accurate form representation in VR apps is common in scale-specific fields like telemedicine, it is less prevalent in apps designed for language learning, leading to various graphical representations. This study employs iconicity as an analytical framework to examine how representations influence immersion and learning approaches. This mixed-method study integrates quantitative data from 61 online survey responses with qualitative data from nine semistructured interviews to investigate the role of iconicity in VR language learning. The survey and interview questions were based on a novel assessment tool for measuring iconicity in dynamic virtual environments. Additional sections on immersion and language learning approaches were also included. Participant iconicity ratings of both language-learning-specific and non-specific apps show that varying degrees of iconicity, based on design, amplify or attenuate immersion and learning. The findings extend previous research on the importance of iconicity in VR and show the potential for enhancing immersive language learning experiences. The work serves as a foundation for future investigations into the role of iconicity and its impact across different apps and platforms.

From time immemorial, not only gender inequality, students' academic performance, their effectiveness and quality, but also the capacity of the institutions which hold sway over these students, are at the center of discourse among scholars of social sciences. In fact, gender imbalance as regards students' academic performance is found to be prevalent in most Nigerian tertiary institutions. Some female students hardly attend lectures but are later discovered to have higher grades far above their male counterpart. The allegation is that some weak lecturers are in habit of demanding for sex from female students in exchange for grades. This is an indication that Nigeria educational system, physically and psychologically need help. However, the objective of this study is to identify how studentslecturers relationship influences their academic performance. It also, states the causes and consequence on Nigeria's educational system. The study used the academic records of graduated students from 2017-2021 as a base for analysis. Mary Wollstonecraft's feminist theory is used as theoretical explanations for the study. The study concluded that gender inequality regarding students' academic performance, via student-lecturer relationship, is evident in most Nigerian institution; the study also proffers recommendations to relevant agencies in educational sector, such as Ministry of Education, Nigeria University Commission, the Regulating Board of Polytechnics and Colleges of Educations.

Currently there is a significant amount of information that refers to the generation of knowledge about teaching and learning modalities supported by technologies. This paper gives an outline of the work between 2003 and 2013 that has been published in Latin America through scientific media type. The purpose of this study was to identify the countries of origin, the thematic areas addressed, the methodology and the main discoveries. It was found that there is a tendency to make publications lacking of descriptive empirical referent; there are few publications that refer to research on mixed research paradigms, quantitative or qualitative. Similarly it was found that the information collected mainly comes from some specific areas such as psychology, education, economics, and computer science, among others; and there are few works that are focused on the development of research scientific production; this scientific area is weak, but it is at the same time an area of opportunity to be developed.