El Impacto de la Homogeneidad de Aulas Virtuales de Aprendizaje Cooperativo en un Modelo de Gestión Educativa para Procesos de Enseñanza-aprendizaje

The Salesian Polytechnic University is planning a set of courses for common and generic subjects aimed at a population of about 400 students in engineering careers. The technological and human resources are not spared by the authorities of the institution: on the one hand, an lms platform (Moodle) for cooperative virtual learning environments and, on the other hand, an Information Technology (IT) team to monitor teachers. The assignment of teachers is developed in a planning during the previous semester. A group of professors called "cloister" assists all the professors who teach the subject, and they oversee updating the didactic resources, as well as carrying out the teaching-learning process according to the results and objectives of the analytical plan. In this process of assigning professors, changes, substitutions, and withdrawals cause delays in the personalization of the classrooms. Students, at the beginning of the semester, may access the classroom and find two situations: full classrooms and their resources or empty classrooms with no visible material due to late management. The teacher's management depends largely on the skills to use the Moodle platform (with a rigid customized template) and adapt to the technological structure available. The problem is evident in three areas: By the institution, an underutilization of the infrastructure given to the professor. For the faculty, short times in the personalization of a new course, course assignment, access credentials, schedule planning, changes and crossing of schedules. On the part of the student, disadvantages in not having the resources at the agreed times, different instructional designs in the environments when comparing them between subjects. All this affects the student's learning process, so it is necessary a preventive management of the use of technology in the teaching staff.