Homogeneity of Engineering Courses from an Assignment Management Model in Virtual Learning Environments

The management models for assigning courses to professors in higher education have shown the need to involve technologies for the construction of homogeneous virtual classrooms. This work presents a proposal for the creation of pilot virtual classrooms that allow a quick start of the teaching-learning process in first year students, measuring its impact. The objective is to determine the levels of acceptance of pre-existing significant learning resources in large groups of the same subject. The results, collected through a survey of 64 participants who passed the Programming and Linear Algebra course of the Engineering Careers at Universidad Politécnica Salesiana of Guayaquil, in Ecuador, reflect satisfaction values that reach 91%. In addition, the content of the classrooms influences a 94% positivity in learning and a 94% usefulness from the students’ perspective. The limitations found suggest a continuous improvement in the early year’s teacher assignment management model. It is expected to carry out a following study based on the experience of the teachers responsible for the courses in a longitudinal work for the next courses to be offered. This work contributes to the development of good practices in the educational management of higher education institutions.