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Open AccessArticle

Learning Management System-Based Evaluation to Determine Academic Efficiency Performance

1
Facultad de Ingeniería, Universidad Internacional Iberoamericana, Campeche 24560, Mexico
2
Ingeniería, Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico
3
Facultad de Ingeniería, Universidad Autónoma de Querétaro, Querétaro 76010, Mexico
4
CONACYT–Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico
5
Instituto Tecnológico Superior del Sur de Guanajuato, Guanajuato 38980, Mexico
*
Authors to whom correspondence should be addressed.
These authors contributed equally to this work.
Sustainability 2020, 12(10), 4256; https://doi.org/10.3390/su12104256
Received: 17 April 2020 / Revised: 30 April 2020 / Accepted: 7 May 2020 / Published: 22 May 2020
(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)
At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety–Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%. View Full-Text
Keywords: learning management system; integrating information communication technologies; educational management; e-learning; academic efficiency learning management system; integrating information communication technologies; educational management; e-learning; academic efficiency
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Juárez Santiago, B.; Olivares Ramírez, J.M.; Rodríguez-Reséndiz, J.; Dector, A.; García García, R.; González-Durán, J.E.E.; Ferriol Sánchez, F. Learning Management System-Based Evaluation to Determine Academic Efficiency Performance. Sustainability 2020, 12, 4256.

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