CONTRIBUTION OF VIRTUAL CLASSROOMS TO THE PERSONAL LEARNING ENVIRONMENTS (PLE) OF THE STUDENTS OF THE CAREER OF INFORMATICS APPLIED TO EDUCATION OF NATIONAL UNIVERSITY OF CHIMBORAZO

1. CONTRIBUTION OF VIRTUAL CLASSROOMS TO THE
PERSONAL LEARNING ENVIRONMENTS (PLE) OF THE
STUDENTS OF THE CAREER OF INFORMATICS
APPLIED TO EDUCATION OF NATIONAL UNIVERSITY
OF CHIMBORAZO
Salamanca, November 2013

2. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

3. INTRODUCTION
Addition of TIC in the education.
LMS (Learning Management Systems) in the teaching
practice.
Individual dimension of the learning - PLE
91,78 % spain
universities have
platforms of virtual
campus;
53,30 % use Moodle
(Prendes, 2009).

4. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

5. PROBLEM
B-learning process in the National University of
Chimborazo – Ecuador
The career of Informatics Applied to Education

6. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

7. OBJETIVES
GENERAL
Know the use of virtual classrooms as tools constitute student’s Personal
Learning Environments (PLE) in the career of Informatics Applied to
Education, where the involved students are studying in the annual mode
National University Chimborazo Ecuador.
SPECIFICS
Know the use of
virtual classrooms .
As information access tools
As editing tools and publication of information
As relationship and communication tools
for students of
reference group.

8. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

9. THEORETICAL BASE

10. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

11. METHODOLOGY
Design
Quantitative, non-experimental, transverse or transactional and descriptive
Variables
Tools constitute student’s PLE
Other references
Instrument
Population and sample
41 students of the career of Informatics Applied to Education in National University Chimborazo
Ecuador, who are studying in the annual mode.

12. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

13. RESULTS

14. RESULTS

15. RESULTS

16. TOPICS
INTRODUCTION
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS

17. CONCLUSIONS
The resources exposed in virtual classrooms are considered sufficient,
although they no access all of the resources exposed.
It demonstrates the use of online tools for editing and publishing of
contents.
The use of communication tools that offer virtual classrooms are used
mainly for strictly academic and responds to extrinsic motivation.
The virtual classrooms as tools that constitute the Personal Learning
Environments of the students surveyed is an important part but not enough
to structure the PLE.

18. CONCLUSIONS
The vast majority (95.1%) of students participating in this study looks as very
important, the ability to integrate Web 2.0 tools in virtual classrooms.
Other large portion of the students surveyed (73.2%) looks very interesting
mobile access to virtual classrooms and web 2.0 tools as an aid to learning
processes.
Should design learning activities that promote the use, development and
consolidation of the PLE and so take advantage of continuous innovations in
information and communication technology.

19. ACKNOWLEDGMENTS