Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 7 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
Learning management in virtual environments in the context of the COVID-
19 post-pandemic in Callao educational institutions
La gestión del aprendizaje en entornos virtuales en el contexto de la pospandemia COVID-19 en las
instituciones educativas del Callao
Julia Huaringa-Inga
jhuaringai@ucv.edu.pe
Universidad César Vallejo, Perú
Madeleine Griselda Chunqui Niño de Guzmán
mchunquid@ucvvirtual.edu.pe
Universidad César Vallejo, Perú
Ramiro Eduardo Valderrama-Luyo
N00154033@upn.pe
Universidad Privada del Norte, Perú
José Carlos Yenque-Herrera
N00162650@upn.pe
Universidad Privada del Norte, Perú
Hilda Manuela Valdivia-Nascimento
hilda.valdivia@unmsm.edu.pe
Universidad Nacional Mayor de San Marcos, Perú
Abstract
The health crises that have hit the world require accurate diagnoses for timely decision-
making in different areas, including the economic, social, educational, and industrial
sectors. The objective of this article was to determine the relationship between virtual
environments for teaching-learning and learning management in educational institutions in
the constitutional province of Callao. It was a relational study with a sample of 180
participants selected from educational institutions in Callao. In terms of results, the virtual
environments obtained 81.11% of High-level evaluations, 17.78% of Average level
evaluations, and 1.11% of Low-level evaluations. On the other hand, learning management
reached 86.1% of Good level evaluations, 12.22% at the Regular level, and 1.57% at the
Poor level. A moderate positive relationship was found between the variables virtual
environments for teaching-learning and learning management in educational institutions in
Callao. This correlation was evidenced by Spearman's Rho correlation coefficient of r =
0.796.Keywords: Virtual environments, learning management, COVID-19.
Keywords: Virtual environments, learning management, COVID-19.
Resumen
Las crisis sanitarias que han azotado al mundo exigen diagnósticos precisos para la toma
de decisiones oportunas en diversos sectores, incluyendo el económico, social, educativo
y productivo. Este artículo buscó determinar la relación entre los entornos virtuales para la
enseñanza-aprendizaje y la gestión del aprendizaje en las instituciones educativas de la
provincia constitucional del Callao. Fue un estudio relacional con una muestra de 180
participantes seleccionados en instituciones educativas de Callao. En cuanto a los
resultados, los entornos virtuales obtuvieron un 81,11% de evaluaciones en el nivel Alto,
un 17,78% en el nivel Medio y un 1,11% en el nivel Bajo. Por otro lado, la gestión del
aprendizaje alcanzó un 86,1% de evaluaciones en el nivel Bueno, un 12,22% en el nivel
Regular y un 1,57% en el nivel Malo. Se determinó la existencia de una relación positiva
moderada entre las variables entornos virtuales para la enseñanza-aprendizaje y gestión del
aprendizaje en las instituciones educativas del Callao. Esta correlación se evidenció al
obtener un coeficiente de correlación Rho de Spearman de r = 0,796.
Palabras clave: Entornos virtuales, gestión del aprendizaje, COVID-19.
Publicado: 05/08/2024
Aceptado: 01/08/2024
Recibido: 25/06/2024
Open Access
Article review
https://doi.org/10.47422/ac.v5i3.174
Este artículo es publicado por la Revista de Investigación Científica y Tecnológica Alpha Centauri, Professionals On Line SAC. Este es un artículo de acceso abierto,
distribuido bajo los términos de la Licencia Creative Commons Atribución 4.0 Internacional (https://creativecommons.org/licenses/by/4.0/) que permite compartir
(copiar y redistribuir el material en cualquier medio o formato) y adaptar (remezclar, transformar y construir a partir del material) para cualquier propósito, incluso
comercialmente.
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 8 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
Introduction
In recent years, health crises have had a profound impact
on public health and have generated significant challenges
in several sectors, including education. These emergencies
resulted in the closure of educational institutions and
required quick adaptations to online and distance learning
modalities, testing the capacity of institutional
management to ensure educational continuity and student
well-being. These modifications brought a transformative
effect on all educational degrees and academic levels,
including university educational management (Aroquipa et
al., 2019; Acosta, 2022; Barari et al., 2020). An example of
this is the COVID-19 pandemic, which caused an
unprecedented disruption in education, affecting 70% of
the student population worldwide. Social isolation, the
undefined closure of educational institutions, and the
sudden transition to virtuality marked a radical change in
the way of teaching, making a significant difference from
the one used in 2019 (Mendoza et al., 2023; Berrocal &
Ruiz, 2022).
Educational institutions faced a challenging scenario with
the arrival of the COVID-19 pandemic. Most teachers, with
no previous experience in remote work or virtual
interaction with students, were forced to adapt quickly to
the new reality. The available virtual platforms had
shortcomings and limitations, which made the transition to
online teaching even more difficult. This situation
highlighted the need to strengthen teachers' digital skills to
ensure quality education in virtual environments (Cedeño,
2019).
The pandemic also highlighted the importance of learning
management in virtual environments to improve
educational quality in government systems. Several studies
have pointed out that the effective management of
educational processes, in line with technological advances,
is essential to respond to the demands of a globalized
society (Castells, 2014; Riffo, 2019). School planning, in
this context, plays a crucial role in providing resources,
establishing accountability mechanisms, promoting equity,
optimizing pedagogical processes, and facilitating a new
structure and management of resources and activities in
educational institutions (Coello et al., 2019) By
implementing innovative strategies and applying
decentralization techniques, institutions can optimize their
organization, establish strategic activities and improve the
quality of the education provided (Zorrilla, 2013;
Chiavenato, 2004).
The Peruvian education system faces serious challenges in
terms of educational quality due to the deficient
implementation of virtual teaching during the COVID-19
pandemic. The lack of appropriate equipment, lack of
teacher training and improvisation in some curricular areas
have generated a clear dissatisfaction among students and
teachers. The teaching-learning processes, both
asynchronous and synchronous, are insufficient to ensure
quality education, and institutional management has not
demonstrated progressive progress in the implementation
and management of virtual platforms, limiting new
learning expectations and the effective use of these
technological tools (Cajandilay et al., 2021; Carrasco et al.,
2022; Durand, 2016).
The boom of virtual environments and digital tools has
boosted their use not only in ICT, but also in social
networks, opening new educational alternatives that foster
communication and interaction between teachers and
students, becoming a key factor for successful learning
(Corica, 2013; Prado, 2017). In this sense, the relationship
between these two elements is an essential indicator of
online curricular experiences. Multiple studies, from
experimental, empirical approaches and systematic
reviews, have provided new evidence on the effective use
of social networks to favor specific learning through
interactive elements in pedagogical actions (Han, 2022;
Muntane, 2010).
The integration of web 2.0 interface and virtual
environments is compatible with educational approaches
grounded in constructivist and social theories of learning.
These theories are complemented by the argument that
knowledge is socially constructed in a visible and tangible
way through collaborative learning, providing
opportunities for the creation and co-creation of new
content (Zapata, 2018; Mayne & Mayorga, 2018). In this
context, the present study aims to determine the existing
relationship between virtual teaching-learning
environments and learning management in educational
institutions in Callao during the year 2023.
Method
The study responds to a quantitative approach,
hypothetical-deductive method, basic type, that which
contributes to the academy and is related to each of the
study variables. The study was descriptive, since it sought
to describe the observed phenomenon without influencing
the facts present in the study population. The type of design
was relational and sought to measure the level of
relationship between variables, quantifying and analyzing
their interdependent nexus. On the other hand, Hernandez
& Mendoza (2018) mention that the population refers to a
group that comprises certain similar characteristics, these
become an object of research and can be: subjects or
objects. A non-probabilistic sampling was chosen. The data
collection technique chosen was the survey, through the
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 9 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
application of a questionnaire to a sample of 180
participants from various educational institutions in Callao.
The instruments used for data collection were based on
Rama (2021) proposal and were validated by a panel of
judges. The validation yielded a high average Aiken's V
(0.81) and a reliability index of 0.957, indicating the
robustness and reliability of the instruments for measuring
the study variables.
Results and Discussion
Table 1
Relationship of the variables Virtual environments for teaching-learning and learning management in educational
institutions in Callao.
Learning management
Spearman's Rho
Correlation coefficient
.796**
Significance (bilateral)
0
N
180
Correlation coefficient
1
Significance (bilateral)
.
N
180
**. The correlation is significant at the 0.01 level (bilateral).
According to Table 1, Spearman's Rho correlation
coefficient between the variables "Virtual environments for
teaching-learning" and "Learning management" is 0.796,
indicating a moderate and significant positive correlation.
The bilateral significance (p < 0.05) confirms the existence
of a statistically significant relationship between both
variables in the educational institutions of Callao. In other
words, it is determined that the greater the teachers'
management and knowledge of virtual environments, the
better the results of learning management in the educational
institutions of Callao.
Table 2
Relationship between the variables Virtual environments and the dimensions of the learning management variable in
educational institutions in network 3 of Callao.
Spearman's Rho
Virtual environments
Leadership
Virtual environments
Correlation coefficient
1
.648 *
Significance (bilateral)
.
0
Leadership
Correlation coefficient
.648 *
1
Significance (bilateral)
0
.
Address
Virtual environments
Correlation coefficient
1
.700 **
Significance (bilateral)
.
0
Address
Correlation coefficient
.700 **
1
Significance (bilateral)
0
.
Collaborative learning
Virtual environments
Correlation coefficient
1
.730 **
Significance (bilateral)
.
0
Collaborative learning
Correlation coefficient
.730 **
1
Significance (bilateral)
0
.
N
180
180
**. The correlation is significant at the 0.01 level (bilateral).
According to Table 2, there is a moderate significant
positive correlation between virtual environments for
teaching-learning and the two dimensions of leadership
evaluated: leadership (r = 0.648) and management (r =
0.700). In both cases, the bilateral significance (p) is less
than the statistically accepted level of significance (alpha =
0.05), which confirms the existence of a statistically
significant relationship between the variables.
These results suggest that the greater the use and
knowledge of virtual environments by teachers, the better
the results in the dimensions of leadership and management
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 10 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
in educational institutions in Callao. This implies that the
effective implementation of virtual teaching-learning
environments can contribute to the strengthening of
educational leadership and management in these
institutions.
Likewise, a Spearman's Rho correlation coefficient can be
observed, with r = 0.730 between the variable virtual
environments for teaching-learning and the collaborative
learning dimension, which results in a moderate significant
positive correlation, thus, the significance (bilateral) is less
than the average alpha 0.05 (0.000). Therefore, it is
determined that there is a relationship between virtual
teaching-learning environments and collaborative learning
in the educational institutions of Callao.
Discussion
The study analyzed the relationship between virtual
environments for teaching-learning and learning
management in educational institutions in Callao. Virtual
environments are considered to be those that facilitate
multiple interactions, and offer advanced digital resources,
interfaces adapted to new computer technologies, and
applications for self-learning. These environments allow
interaction between teachers and students through both
asynchronous and synchronous dynamics on the Internet
(Moreno et al., 2021; Matos & Maguiña, 2022; Mahmood
et al., 2018). In addition, the importance of mega diversity,
connectivity, broadband and Cloud storage capacity is
highlighted in this context (Rama, 2021; Perisic et al.,
2023).
Furthermore, the management of learning by teachers
involves diverse conceptions, processes and social
dynamics. This includes the interaction between teachers
and students within a cognitive process framework. In
short, constant improvement is sought in educational
practices and in the optimization of student learning
(Avalos, 2011; Quiñones et al., 2021).
Regarding the descriptive results, it was observed that
81.11% (equivalent to 146 participants) of the teachers
surveyed in the educational institutions of Callao are in the
High level of management of virtual environments for
teaching-learning. This means that most teachers have
good knowledge and skills to use these environments in
their teaching practice. These results coincide with the
research of Kliziene et al. (2021), who found that the use
of virtual teaching-learning platforms, such as "EDUKA",
had a positive impact on the learning outcomes of
elementary school students in the subject of mathematics.
In their study, seven-year-old children, both male and
female, obtained satisfactory results in the seven tasks
evaluated.
The results of the dimension of educational virtualization
for teaching-learning revealed that 76.11% (137
participants) of the teachers surveyed in the educational
institutions of Callao have a High level of knowledge in the
management of educational virtualization. Twenty percent
(36 participants) are at the Average level and 3.89% (7
participants) are at the Low level. These results coincide
with the proposal of Taherdoost & Madanchian (2022),
who designed engaging, easy-to-follow, and interactive
courses to keep the audience captivated in the absence of
personal communication between the instructor and the
learner. The use of creative approaches incorporates online
training strategies that seek to make learning more
interactive for students in the context of educational
virtualization (Valladares et al., 2022; Lévano et al., 2019;
Llamacponca, 2018; García & Maguiña, 2022). In this
sense, Rama (2021) states that digital disruption comprises
the transformation derived from digitalization and the
various forms of accessibility to services through the cloud,
especially in terms of knowledge, information, culture and
education.
Undoubtedly, digital education, implemented through
electronic devices such as cell phones and wireless
networks, has transformed the educational landscape.
Access to greater knowledge and information on networks
has accelerated the life cycles of products and services,
reducing costs and increasing quality. This, in turn, has
driven exponential consumer growth, facilitating the cycle
of virtuality and increasing production on networks at
lower costs (Sanchez et al., 2020; Toro, 2021). However,
the COVID-19 pandemic forced a rapid adoption of a
virtual pedagogical model, leading to widespread
dissatisfaction among students. The sudden change in
school procedures and the lack of preparation of teachers
for virtual teaching caused difficulties in the learning
process (Torres et al., 2021; Vértiz et al., 2020; Guizado et
al., 2019).
Regarding the dimension of practical and theoretical
education for teaching-learning, the results indicated that
the majority of the teachers surveyed (70.56% or 127
participants) have a High level of use of this methodology.
The 27.22% (49 participants) are at the Average level and
only 2.22% (4 participants) at the Low level. These results
coincide with what was stated by Peláez et al. (2020), who
points out that science and technology have promoted the
development of various strategies to improve teaching and
learning, which has made virtual teaching-learning
environments increasingly attractive. However, Kingsley
& Patience (2019) warn that simply learning ICT skills is
not enough. Instead, the effective use of Information and
Communication Technologies (ICT) has transformed the
teaching and learning paradigm, improving the
understanding and application of this methodology.
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 11 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
Regarding the dimension of educational innovation for
teaching-learning, the results reveal that 65% (117
participants) of the teachers of the educational institutions
of network 3 of Callao are at the High level, 32.78% (59
participants) at the Average level and 2.22% (4
participants) in the Low level. These data indicate that most
of the surveyed teachers apply educational innovation
using digital tools in their classrooms. These results
coincide with the findings of Cedeño (2019), who
highlights the constant need to implement innovative
strategies that promote the development of critical and
reflective competencies in students in various educational
fields. They also agree with the proposal of Peláez et al.
(2018), who analyzed the use of ICTs and the use of EVEA
in educational institutions.
The EVEAs offer support to students in academic training,
as well as a better performance of teachers in the
management of ICTs in schools, also, it was very useful in
the professional training stage for students over 40 years of
age, although with certain limitations and complexity. The
results showed that technological advances are complex,
especially in the management of teachers who were digital
migrants in the computer era of those over 50 years of age.
Aspects that coincide with other studies that described the
sources of the findings in three types of teaching-learning
environments (face-to-face, online and hybrid) and provide
practices and implications to counteract problems that do
not add value (Khandan & Shannon, 2021; Bossolasco et
al., 2021; Arrellanos, 2022).
Thus, it was also evident in the results of the virtual
platforms for teaching-learning, that 67.78% equivalent to
122 participants of the educational institutions of Callao are
in the high level, 30% corresponding to 54 participants, are
in the Average level, and 2.22% corresponding to 4
participants, are in the low level. This means that most of
the surveyed teachers apply virtual platforms with the use
of digital tools in the educational institutions of Callao.
Results that agree with Gallego et al. (2021) in accepting
that students go in search of online processes adopted by
educational institutions in the face of the COVID-19
scenario. Although this study is based on a Technology
Acceptance Model, it also considers other factors, such as
perceived efficiency and satisfaction, indicating that 30.7%
of the students improved their view of distance education
by using online systems. However, 49.9% of students do
not believe that face-to-face teaching-learning will be
replaced by virtual teaching-learning education in the long
term.
Finally, the results of the Learning Management variable
showed that 86.1%, equivalent to 156 participants from the
educational institutions of Callao are in the Good level,
12.22%, corresponding to 22 participants, are in the Fair
level, and 1.57%, corresponding to 3 participants, are in the
Bad level. This means that most of the teachers surveyed
know learning management. Hassan et al. (2020) studied
how the teacher applies the perspective about the online
teaching-learning method, problems and challenges faced
when migrating to an online platform, experience about the
online tools employed for instructional delivery, and
recommendations to improve the processes of effective
teaching. The results obtained, could be an eye-opener to
improve the implementation of online teaching-learning
among students and teachers.
Now, about the inferential results, a Spearman's Rho
correlation coefficient can be observed, with r = 0.796
between the variables Virtual environments for teaching-
learning and Learning management, which results in a
moderately significant positive correlation, thus, the
significance (bilateral) is less than the average alpha 0.05
(0.000). It is very likely that the greater the management
and knowledge of virtual environments, the better the
results of learning management in the educational
institutions of Callao. In this regard, Khandan & Shannon,
(2021) described the sources of the findings in three types
of teaching-learning environments (face-to-face, online
and hybrid) and provided practices and implications to
counteract the problems that do not add value. It highlights
key Lean program issues within online hybrids and face-
to-face teaching and provides key examples within the
stated Lean program to provide solutions for student
engagement. This online learning already exists and is used
in blended form at a substantial level in developed
countries, where teachers are not familiar with online
platforms/tools, and lack of knowledge and skills to
manage this ICT infrastructure, becomes a challenging
situation.
On the other hand, a Spearman's Rho correlation
coefficient was observed, with r = 0.648 between the
variable Virtual environments for teaching-learning and
the leadership dimension, which results in a moderate
significant positive correlation, thus, the significance
(bilateral) is less than the average alpha 0.05 (0.000).
Determining that the greater the management and
knowledge of virtual environments, the better the
performance of leadership in the educational institutions of
Callao. In this aspect, Guzzetti (2020), described negative
and also positive elements in the implementation of virtual
platforms as didactic tools in teaching/learning processes.
It was highlighted that virtual platforms are didactic
resources legitimized in the educational field, which
allowed for autonomous work, greater communication with
teachers, innovation, better motivation and innovation and
creativity. However, difficulties still persist in the
implementation, be it in Internet connectivity, higher costs,
and also in the administration of resources for better
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 12 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
effects. Therefore, it is necessary to work on encouraging a
culture towards the teacher and the student, in order to
improve the insertion of the digital era. This is an aspect
that should be emphasized more to be a leader in education.
Similarly, Barari et al. (2020), developed and validated
educational standards and indicators of e-learning
environments. As a result of this study, two educational
standards and 18 indispensable indicators based on Bloom-
Anderson Taxonomy were developed and validated. These
findings contribute to e-learning by highlighting the
pedagogical standards that must be met to get the best out
of learning technologies.
Regarding the correlation between the variable virtual
environments and management, a Spearman's Rho
correlation coefficient can be observed, with r = 0.700
between the variable Virtual environments for teaching-
learning and the management dimension, which results in
a moderately significant positive correlation, thus, the
significance (bilateral) is less than the average alpha 0.05
(0.000). Determining that the greater the management and
knowledge of virtual environments, the better the
management of management in the educational institutions
of Callao. These results are consistent with the proposal of
Gallego et al. (2021) when analyzing that 49.9% of
students do not believe that face-to-face teaching-learning
will be replaced by virtual teaching-learning education in
the long term. The findings confirmed that the model
constructed provides a useful theoretical approach to
understand and explain user acceptance of remote learning
environments when there is a need to migrate quickly from
face-to-face to online mode and adapt to the teaching-
learning processes. In this regard, teachers and managers
should use leadership in a positive sense of learning,
always with a view to improving virtual education. Finally,
the relationship between the variable virtual environments
for teaching-learning and collaborative learning in
educational institutions in Callao was examined. A
Spearman's Rho correlation coefficient of r = 0.730 was
observed, indicating a significant moderate positive
correlation between both variables. The bilateral
significance was less than the standard alpha level of 0.05
(p = 0.000), suggesting that a greater mastery of virtual
environments is associated with an improvement in
collaborative learning in educational institutions in Callao.
Meanwhile, Morales et al. (2019) developed an instrument
to evaluate virtual platforms and create a pleasant virtual
environment for learning (AVA), obtaining optimal results.
This instrument focused on four dimensions: computing
spaces, interaction spaces, instructional design, and
exhibition spaces. Its purpose was to identify areas for
improvement in curricular experiences aimed at promoting
virtual learning environments.
In contrast, the study by Torres et al. (2021) explored
students' perception of the pedagogical model during
confinement. The results revealed widespread
dissatisfaction among students, leading to changes in
school procedures and teacher training. Although the
usefulness of e-mails and virtual platforms for learning was
highlighted, a lack of knowledge in editing images, videos,
infographics and in the use of synchronous response and
matching tools was identified.
Conclusions
The relationship between virtual environments for
teaching-learning and learning management in educational
institutions in the constitutional province of Callao was
explored. A Spearman's Rho correlation coefficient of r =
0.796 was found between these variables, indicating a
moderate significant positive correlation. In addition, the
bilateral significance was less than the standard alpha level
of 0.05 (p = 0.000).
In the dimensions of the dependent variable "Learning
management", similar behaviors were observed. A
Spearman's Rho correlation of r = 0.648 with the
"leadership" dimension, r = 0.700 with the "management"
dimension and r = 0.730 with the "collaborative learning"
dimension, all with a bilateral significance less than the
standard alpha of 0.05 (p = 0.000).
This determines that a greater mastery of virtual
environments is associated with an improvement in
teaching-learning strategies, leadership and collaborative
learning in educational institutions in Callao.
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 13 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
Referencias Bibliográficas
1. Acosta, A. (2022). Entornos virtuales de enseñanza-
aprendizaje en la práctica docente. Revision
sistemática [Tesis para obtener el grado de doctor.
Universidad César Vallejo].
https://hdl.handle.net/20.500.12692/91438
2. Arellanos, S. (2022). Análisis de la gestión del
aprendizaje: experiencia en 5° de secundaria de la
Institución Educativa Los Próceres de Surco – Lima
[Tesis para obtener el grado de doctora. Universidad
César
Vallejo].https://hdl.handle.net/20.500.12692/81497
3. Aroquipa, Y., Sucari, R., Chambi, N. y Supo, F. (2019,
diciembre). Calidad en la educación peruana, una
exigencia social. Puriq, 1(02), 208–216.
https://doi.org/10.37073/puriq.1.02.30
4. Avalos, B. (2011). Teacher Professional Development
in Teaching and Teacher Education over Ten Years.
Teaching and Teacher Education, 27, 10-20.
https://doi.org/10.1016/j.tate.2010.08.007
5. Barari, N., Rezaei, M., Khorasani, A. y Alami, F.
(2020). Designing and validating educational standards
for E-teaching in virtual learning environments
(VLEs), based on revised Bloom’s taxonomy.
Interactive Learning Environments, 30(9), 1640–1652.
https://doi.org/10.1080/10494820.2020.1739078
6. Berrocal, C. y Ruiz, A. (2022) Construcción
compartida del conocimiento en entornos virtuales de
aprendizaje en estudiantes de educación básica.
Revista de Ciencias Sociales y Humanidades
Chakiñan. 18 (1): 91-107.
https://doi.org/10.37135/chk.002.18.06
7. Bossolasco, A., Jegou, F., Sellitto, P., Berthet, G.,
Kloss, C. y Legras, B. (2021). Global modeling studies
of composition and decadal trends of the Asian
Tropopause Aerosol Layer, Atmos. Atmospheric
Chemistry and Physics, 21, 2745–2764,
https://doi.org/10.5194/acp-21-2745-2021
8. Cajandilay, E., Edquen, E. y Cruz, E. (2021) Retos de
la educación virtual peruana en tiempos de la COVID-
19. REV EXP MED, 7 (3): 63-71.
https://rem.hrlamb.gob.pe/index.php/REM/article/vie
w/559/316n
9. Carrasco, L., Olivera, R., Huaranga, L. y Polanco, A.
(2022). Aprendizaje Ubicuo y entornos virtuales
durante la pandemia por COVID-19 en Perú.
Horizontes. Revista De Investigación En Ciencias De
La Educación, 6(26), 2004–2018.
https://doi.org/10.33996/revistahorizontes.v6i26.469
10. Castells, M (2014) Cambio, el impacto de internet en
la sociedad; una perspectiva global. Fundación BBVA.
Madrid. https://www.bbvaopenmind.com/wp-
content/uploads/2014/03/BBVA-OpenMind-El-
impacto-de-internet-en-la-sociedad-una-perspectiva-
global-Manuel-Castells.pdf.pdf
11. Cedeño, E. (2019). Entornos virtuales de aprendizaje y
su rol innovador en el proceso de enseñanza. Rehuso,
4(1), 119-127.
https://revistas.utm.edu.ec/index.php/Rehuso/article/v
iew/1888
12. Chiavenato, I. (2004) Introducción a la teoría general
de la administración (7.ª ed.). McGrawHill Pearson.
México.
13. Coello, A., Menacho, I., Uribe, Y. y Sánchez, F. (2019)
Oportunidades de aprendizaje a través de las TIC desde
la perspectiva de las TAC. REVISTA EDUSER, 6(2),
94–105. https://doi.org/10.18050/eduser.v6i2.2308
14. Córica, J, (2013) El rol de los entornos virtuales y la
complejidad de la interacción humana en la sociedad
virtualizada. En Chiecher, A. (2013) Entornos virtuales
de aprendizaje: nuevas perspectivas de estudio e
investigaciones. Editorial Virtual Argentina, 417.
http://www.editorialeva.net/libros/EVyA_Chiecher_D
onolo_Corica.pdf LISTO
15. Durand, F. (2016). Cuando el poder extractivo captura
el estado, lobbies, puertas giratorias y paquetazo
ambiental en Perú. OXFAM. Lima.
16. Gallego, C., De Pablos, C., Montes, J. (2021) Change
of Processes in the COVID-19 Scenario: From Face-
to-Face to Remote Teaching-Learning Systems.
Sustainability. 13(19).
https://doi.org/10.3390/su131910513
17. García, E. y Maguiña, J. (2022). Mecanismos de la
educación virtual que debieran permanecer
postpandemia y formar parte de la Educación Básica
Regular peruana. Polo del Conocimiento, 7(3), 806-
822. https://doi.org/10.23857/pc.v7i3.3763
18. Guizado, F., Menacho, I. y Salvatierra, A. (2019).
Competencia digital y desarrollo profesional de los
docentes de dos instituciones de educación básica
regular del distrito de Los Olivos, Lima-Perú.
Hamut´ay, 6(1), 54-70.
http://dx.doi.org/10.21503/hamu.v6i1.1574
19. Guzzetti, P. (2020) Plataforma virtual: una herramienta
didáctica para el Proceso de Enseñanza Aprendizaje.
Ciencia Latina Revista Multidisciplinar. 4 (2): 860-
877. https://doi.org/10.37811/cl_rcm.v4i2.122
20. Han, B. (2022) Infocracia, la digitación y la crisis de la
democracia. Taurus, Madrid.
21. Hassan, M., Mirza, T., y Hussain, W. (2020). A Critical
Review by Teachers on the Online Teaching-Learning
during the COVID-19. International Journal of
Education and Management Engineering (IJEME),
10(5), 17-27. https://doi.org/10.5815/ijeme.2020.05.03
22. Hernández, R. y Mendoza, C. (2018) Metodología de
la investigación, las rutas de la metodología
Cuantitativa, Cualitativa y la metodología mixta.
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 14 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
McGraw-Hill, México.
http://repositorio.uasb.edu.bo:8080/handle/54000/129
2
23. Khandan R. y Shannon L. (2021) The Effect of
Teaching–Learning Environments on Student’s
Engagement with Lean Mindset. Education Sciences.
11(9):466. https://doi.org/10.3390/educsci11090466
24. Kingsley,N y Patience , N. (2019). THE CONCEPT
AND APPLICATION OF ICT TO
TEACHING/LEARNING PROCESS. International
Research Journal of Mathematics, Engineering and IT,
6 (2). http://eprints.gouni.edu.ng/id/eprint/1356
25. Kliziene, I., Taujanskiene, G., Augustiniene, A.,
Simonaitiene, B., Cibulskas, G. (2021) The Impact of
the Virtual Learning Platform EDUKA on the
Academic Performance of Primary School Children.
Sustainability, 13, 2268.
https://doi.org/10.3390/su13042268
26. Lévano, L., Sanchez, S., Guillén, P., Tello, S., Herrera,
N., y Collantes, Z. (2019). Competencias digitales y
educación. Propósitos Y Representaciones, 7(2), 569–
588. https://doi.org/10.20511/pyr2019.v7n2.329
27. Llamacponca, Y. (2018). Entornos virtuales de
aprendizaje y desarrollo de competencias digitales en
los docentes: Virtual environments of learning and
development of digital competences in teachers.
Yachay - Revista Científico Cultural, 7(01), 411–416.
https://doi.org/10.36881/yachay.v7i01.93
28. Mahmood, H., Abid, F., Kalaichelvi, R., Bhatti, Z.
(2018) Challenges of computer science and IT in
teaching.learning in Saudi Arabia. SJMCS 2 (1): 29-
35. https://doi.org/10.30537/sjcms.v2i1.71
29. Matos, L. y Maguiña, J. (2022). Competencias
comunicativas en estudiantes de Educación Básica
Regular del Perú. Polo del Conocimiento, 7(3), 891-
909.
https://polodelconocimiento.com/ojs/index.php/es/arti
cle/view/3768
30. Mayne, M. y Mayorga, K. (2018) La gestión del
aprendizaje para el desarrollo de procesos de
formación docente [Tesis de titulación, Pontificia
Universidad Javeriana].
https://repository.javeriana.edu.co/handle/10554/3978
5
31. Mendoza, H., Vértiz, R., Meza, L. y Mercado, C.
(2023). Educational Management in Times of
Pandemic: A Panoramic View in Latin America.
Journal of Higher Education Theory and Practice,
23(7), 14-24.
https://doi.org/10.33423/jhetp.v23i7.6008
32. Morales, R., Infante, J. y Gallardo, J. (2020).
Evaluation of virtual learning environments. A
management to improve. IJERI: International Journal
of Educational Research and Innovation, (13), 126–
142. https://doi.org/10.46661/ijeri.4593
33. Moreno, F., Ochoa, F., Mutter, K., y Vargas, E. (2021).
Estrategias pedagógicas en entornos virtuales de
aprendizaje en tiempos de pandemia por Covid-19.
Revista de Ciencias Sociales (Ve), XXVII(4), 202-213.
https://www.redalyc.org/journal/280/28069360015/ht
ml/
34. Muntané, J. (2010). Introducción a la Investigación
Básica. Revista Andaluza de Patología Digestiva,
33(3) https://www.sapd.es/rapd/2010/33/3/03/resumen
35. Peláez, R., Alvarado, J., Zambrano, M. y Lara, C.
(2020). Lineamientos pedagógicos para aplicar TICS y
EVEA en Instituciones Educativas de Educación
Básica y Bachillerato en Guayaquil-Ecuador.
REVISTA CIENTÍFICA ECOCIENCIA, 7, 1–14.
https://www.redalyc.org/journal/695/69559233011/ht
ml/
36. Peláez, R., Morales, J., Lara, Cilda. y Tutiben, M.
(2018). Las TICS y el uso de EVEA en instituciones de
educación básica en Guayaquil-Ecuador. Revista
Lasallista de Investigación, 15(2), 131-140.
https://doi.org/10.22507/rli.v15n2a10
37. Perisic A, Perisic I, Lazic M, Perisic B. (June, 2023).
The foundation for future education, teaching, training,
learning, and performing infrastructure - The open
interoperability conceptual framework approach.
Heliyon, 7;9(6).
https://doi.org/10.1016/j.heliyon.2023.e16836
38. Prado, J. (2017). Influencia de las tecnologías de
información y comunicación en el aprendizaje de la
materia de matemática en estudiantes de 4° y 5° grado
de secundaria de los colegios Trilce Lima, 2016
[Trabajo de bachiller, Universidad San Ignacio de
Loyola]. https://hdl.handle.net/20.500.14005/3042
39. Quiñones, M., Martin, A. y Coloma, C. (2021).
Academic performance and educational factors of
university students enrolled in a virtual environment
education program. Influence of teaching variables.
Formación universitaria, 14(3), 25-36.
https://dx.doi.org/10.4067/S0718-
50062021000300025
40. Rama, C. (2021) La nueva educación híbrida.
Cuadernos de Universidades, 11 (2020).
http://dspaceudual.org/handle/Rep-UDUAL/202
41. Riffo, R. (2019). Gestión administrativa y de calidad
en los centros escolares de los Chorrillos. Revista
Scientific, 4(Ed.), 153–172.
https://doi.org/10.29394/Scientific.issn.2542-
2987.2019.4.E.9.153-172
42. Sánchez, P., Mendo, S., León, B., Amado, D., y
Iglesias, D. (2020). Escala de Gestión del Aprendizaje
Cooperativo en el Aula. Revista Iberoamericana de
Diagnóstico y Evaluación – e Avaliação Psicológica.
Revista de Investigación Científica y Tecnológica
Alpha Centauri
ISSNe: 2709-4502
PROF-AC-V-00
Vol. 5 N.º 3
(julio - setiembre, 2024)
Página 15 de 15
Revista de Investigación Científica y Tecnológica Alpha Centauri
RIDEP, 3(56), 59-71.
https://doi.org/10.21865/RIDEP56.3.05
43. Taherdoost, H. y Madanchain, M. (2022) Employment
of Technological-Based Approaches for Creative E-
Learning; Teaching Management Information
Systems. https://doi.org/10.1016/j.procs.2022.12.082
44. Toro Galaz, F. M. (2021). Evaluación educativa en
educación parvularia: análisis de un modelo durante el
proceso de enseñanza y aprendizaje. Revista Realidad
Educativa, 1(1), 96–123.
https://doi.org/10.38123/rre.v1i1.89
45. Torres, C., Acal, C., El Honrani, M., Mingorance, A.
(2021) Impact on the Virtual Learning Environment
Due to COVID-19. Sustainability 13, 582.
https://doi.org/10.3390/su13020582
46. Valladares, S., Soto, C., Vicuña, A. y Jara, G. (2022).
La planificación estratégica como mejora del
desempeño docente en Perú. Horizontes. Revista De
Investigación En Ciencias De La Educación, 6(22),
238–245.
https://doi.org/10.33996/revistahorizontes.v6i22.331
47. Vértiz, O., Cucho, F., Vértiz, R. y Angulo, R. (2020).
Virtual university education in the context of the health
emergency due to covid-19: Challenges in the
evaluation processes. International journal of early
childhood special education (INT-JECSE), 466-467.
https://pesquisa.bvsalud.org/global-literature-on-
novel-coronavirus-2019-ncov/resource/pt/covidwho-
907605
48. Zapata, M. (2018). Gestión del aprendizaje y web
social en la educación superior en línea. RED. Revista
de Educación a Distancia, 7(57), 34.
http://dx.doi.org/10.6018/red/57/7
49. Zorrilla, M. (2013). Transformar la supervisión
escolar: ¿solo una aspiración o puede ser una meta
razonable y posible?. EDUCAR, 49(1), 49-66.
https://www.redalyc.org/articulo.oa?id=34213084000
4