Un marco de análisis para la adopción de sistemas de gestión de aprendizaje en las universidades

• Paul M.A. Baker ^[1] ; Antonio Rodríguez Duarte ^[2] ; Francesco Sandulli ^[2]
  1. [1] Georgia Institute of Technology

     Georgia Institute of Technology

     Estados Unidos

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: GCG: revista de globalización, competitividad y gobernabilidad, ISSN 1988-7116, Vol. 8, Nº. 1, 2014, págs. 124-140
• Idioma: español
• DOI: 10.3232/gcg.2013.v8.n1.07
• Títulos paralelos:
  • Um quadro de análise para a adoção de sistemas de gestão de aprendizagem nas universidades
  • An analytical framework for the adoption of learning management systems in universities
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El rápido desarrollo de Sistemas de Gestión de Aprendizaje (Learning Management Systems, LMS) está cambiando el carácter de las relaciones de aprendizaje en las universidades. La tendencia a implantar LMS como sistemas “adjuntos” a los sistemas tradicionales de enseñanza ha sido objeto de escasa investigación desde el punto de vista de los educadores, por lo que la principal contribución de este artículo es el proponer un marco de análisis que integra las propuestas de diversas teorías que se han revelado como insuficientes en el análisis de los factores determinantes de un uso efectivo de los LMS.

  • English

    The rapid development of Learning Management Systems (LMS) is changing the nature of learning relationships in universities. The tendency to implement LMS systems as “adjunct” to traditional teaching has been little research from the point of view of educators, so that the main contribution of this paper is to propose an analytical framework that integrates the proposals for various theories that have proved to be insufficient in the analysis of the determinants of an effective use of LMS.

  • português

    O rápido desenvolvimento de Sistemas de Gestão de Aprendizagem (Learning Management Systems, LMS) está a mudar o caráter das relações de aprendizagem nas universidades. A tendência a implantar LMS como sistemas “adjuntos” aos sistemas tradicionais de ensino foi objeto de escassa investigação, do ponto de vista dos educadores, pelo qual, a principal contribuição deste artigo é propor um quadro de análise que integra as propostas de diversas teorias que se revelaram como insuficientes na análise dos fatores determinantes de um uso efetivo dos LMS.

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