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USE OF THE VIRTUAL TEACHING CAMPUS IN THE
COMPETENCIES OF UNIVERSITY TEACHERS
Ana Barrera
National University José Faustino Sánchez Carrión UNJFSC, Lima, (Perú).
E-mail: abarrera@unjfsc.edu.pe ORCID: https://orcid.org/0000-0001-8296-6519
Francisco Hilario
Universidad Cesar Vallejo UCV, Lima, (Perú).
National University Federico Villarreal UNFV, Lima, (Perú).
E-mail: fhilariof@ucvvirtual.edu.pe ORCID: https://orcid.org/0000-0003-3153-9343
Ciro Rodriguez
Universidad Nacional Mayor de San Marcos UNMSM, Lima, (Perú).
Universidad Nacional Federico Villarreal UNFV, Lima, (Perú).
E-mail: crodriguezro@unmsm.edu.pe ORCID: https://orcid.org/0000-0003-2112-1349
Jorge Figueroa
University San Martin de Porres USMP, Lima, (Perú).
E-mail: jgueroar@usmp.pe ORCID: https://orcid.org/0000-0003-0884-2571
Recepción:
25/07/2021
Aceptación:
13/09/2021
Publicación:
29/09/2021
Citación sugerida:
Barrera, A., Hilario, F., Rodriguez, C., y Figueroa, J. (2021). Use of the virtual teaching campus in the
competencies of university teachers. 3C TIC. Cuadernos de desarrollo aplicados a las TIC, 10(3), 103-119. https://doi.
org/10.17993/3ctic.2021.103.103-119
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ABSTRACT
The present research study aims to determine the virtual teaching campus’s eect on the competencies
of teachers of the Faculty of Industrial Engineering, Systems and Computer Science of the Universidad
Nacional José Faustino Sánchez Carrión - 2017. In addition, the research is applied, deductive method,
quasi-experimental design of longitudinal cut and explanatory level. It was determined for the variable
Virtual Teaching Campus dimensions such as technological infrastructure, quality of content, and web
system, and the variable competencies of teachers the dimensions ICT and social competencies and
methodological strategies. In every university, they are vital to improving the quality of teaching. On the
other hand, an observation guide was applied as an instrument, validated by expert judgment reaching
91.4% and with acceptable reliability obtained through Cronbach’s Alpha of 0.981. The population
comprises 65 teachers of the Faculty of Industrial Engineering, Systems and Computer Science; we used
a census sample because the population was small. Furthermore, the Student’s T statistical method was
applied. The results obtained show, with 95% condence, that there is a high positive signicant inuence
(p=0.000 and α=0.05) produced by the use of the Virtual Teaching Campus on the competencies of the
teachers of the Faculty of Industrial Engineering, Systems and Computer Science of the Universidad
Nacional José Faustino Sánchez Carrión - 2017.
KEYWORDS
Virtual teaching, Teaching competencies, Virtual platforms.
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1. INTRODUCTION
Information and communication technology ICT has become critical for the daily activities and the
success of companies; according to Ramirez (2020), Granda (2019), and Alcívar (2019), explain at present
it is a fundamental tool in any organization, so platforms have been developed to support virtual teaching
in universities, teachers by making use of new platforms would improve their skills and tasks within
them, which is why it is necessary to evaluate the eectiveness and success of virtual teaching in the
competencies of teachers to know if it is helping to improve their skills. According to Castro (2019), in the
face of the proliferation of virtual teaching spaces, teachers' lack of knowledge of new competencies that
go beyond uploading certain notes to virtual elds has been detected. According to Gutiérrez-Hinestroza
et al. (2019), university teachers must assume new competencies and attitudes that respond to new models
and conceptions of teaching and learning in our current knowledge society. Finally, according to Picón
(2019), the eective use of virtual teaching has become a primary issue; however, it has not yet been
demonstrated that there are signicant eects on teachers' competencies. Therefore, the objective of
the present research was to determine the eect of the use of the virtual teaching Campus on teachers'
competencies, taking as a case the teachers of the Faculty of Industrial Engineering, Systems and
Computer Science of the Universidad Nacional José Faustino Sánchez Carrión - 2017. The population
consisted of 65 teachers of the Faculty of Industrial Engineering, Systems and Computer Science of the
Universidad Nacional José Faustino Sánchez Carrión, being the census sample.
2. PROBLEM STATEMENT
2.1. DESCRIPTION OF THE PROBLEM
However, despite the technological advances and their applications in the dierent areas of the daily and
professional life of human beings, in our country, there is a lack of technological culture in society because
not everyone makes use of these technological advances and even distrusts them. This also occurs in the
university environment; it has been observed that most teachers reject technological changes, that they
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do not adapt quickly to new technological resources and applications. Some do not want to learn how to
use these technological improvements implemented in the University. Although there has been training
in virtual teaching directed to teachers of the Faculty of Industrial Engineering, Systems and Computer
Science, few teachers have attended the training, and therefore make little use or have not been making
use of the virtual teaching campus or other virtual platforms, which could be aecting their skills and
performance, which would imply that they would have little knowledge of technological resources with
which to enrich the class sessions and communicate with their students.
2.2. BASIS OF THE PROBLEM
Due to the increase of virtual teaching spaces, the Universidad Nacional José Faustino Sanchez Carrión
has detected a lack of knowledge of new teaching sta competencies beyond uploading specic notes
to virtual elds. During digital transformation, in the face of new models of teaching and learning
Hernández et al. (2018), university teachers must assume new competencies. However, it has not yet been
demonstrated that there are signicant eects of the eective use of virtual teaching on the competencies
of teachers, which is why it is convenient to carry out a study taking only the teachers of the Faculty of
Industrial Engineering, Systems, and Computer Science since they are the ones who have been using the
virtual teaching campus in more signicant numbers.
2.3. OBJECTIVE OF THE INVESTIGATION
We propose to improve the current virtual teaching campus and measure the eect it has on the
competencies of the teachers of the Faculty of Industrial Engineering, Systems and Computer Science
of the Universidad Nacional José Faustino Sánchez Carrión, with which we propose to provide a teaching
process that is of quality according to the current demands. The following are our specic objectives:
• To determine the eect of the use of the e-learning Campus on the ICT competencies of teachers.
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• To determine the eect of the use of the e-learning Campus on the social competencies of
teachers.
• To determine the eect of the use of the e-learning Campus on teachers' methodological strategies.
3. PRELIMINARY CONCEPTS
3.1. VIRTUAL TEACHING CAMPUS
Flores (2005) considers that the teaching-learning model acquires a new status, a new role, based on the
use of technological tools and resources, whose implementation is rapidly expanding in all sectors and,
more frequently, in the teaching and research environment through technological platforms to support
learning, known as e-Learning platforms or simply Virtual Teaching.
Vidal (2004) indicates that incorporating these e-Learning technological platforms is becoming a
complement increasingly valued by teachers and students who see a good element to "upload" notes,
reference articles, use cases, practices, etc.
3.2. COMPETENCIES
According to Perrenoud (2004), the professional competencies of university professors can be dened as
the set of knowledge, skills, attitudes, and values necessary for quality teaching. That is, what teachers
have to know and know how to address the problems that teaching poses to them satisfactorily. For
Perrenoud (2004), some of the reasons for opting for a competency-based prole are as follows:
• It focuses on the development as Barcia et al. (2017) of subjects' capacities, favoring the formation of
critical and reective professionals, autonomous and responsible in their professional performance,
with the capacity to propose pedagogical alternatives and participate in decisions concerning
education, at the levels and in the areas where it is their responsibility to act.
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• It refers to the need for lifelong learning that seeks to deepen and develop new skills throughout
life.
• It opens spaces for the interrelation of skills and knowledge, promoting integral personal and
professional development.
• Because it is contextualized, it is exible to adapt to social demands, the needs of students' integral
development, permanent learning, and attention to cultural diversity and the conditions in which
teaching is developed.
• It provides versatility to the teaching-learning process and, therefore, its greater capacity to adapt
to today's pace of change.
ICT Competencies
According to Lion (2012), teachers' ICT competencies refer to the specic use of knowledge, skills, and
abilities related to developing elements and processes that allow the eective, ecient, and innovative use
of technological tools and resources.
Social competencies
For Bisquerra (2017), social competence is the ability to maintain good relationships with other people.
This implies mastering basic social skills, capacity for eective communication, respect, prosocial
attitudes, assertiveness, etc.
For Coronado (n.d.), social competencies are skills to interact with other people in a socially acceptable
and valued way, which benets both participants. They are skills that allow us to express and communicate
inadequate aections, desires, opinions, and expectations, respecting our rights and others'.
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4. METHOD
In this research, the hypothetical deductive method was used to start from general aspects of the research
to reach particular situations. For this purpose, the type of research is applied because it is oriented to
current, concrete, and identiable problems of the use of the virtual eld in the Faculty of Industrial
Engineering, Systems and Informatics of the Universidad Nacional José Faustino Sánchez Carrión to
which the researcher is going to give current solutions. The level of research is explanatory because it is
not only dedicated to the description of concepts, but it allows determining the eect of the independent
variable on the dependent variable in this research, that is, determining the eect produced by the
use of the virtual teaching Campus on the competencies of the teachers of the Faculty of Industrial
Engineering, Systems and Computer Science of the Universidad Nacional José Faustino Sánchez
Carrión. The present research is of quasi-experimental design; the sample was evaluated and analyzed
in two groups: the control group and experimental group; with pretest and posttest, the researcher
cannot fully control the variables of the present research. It is longitudinal because it is intended to know
the state of the control group at dierent times. Finally, it is prospective because the data to be taken in
the present investigation are current data.
On the other hand, the target population is made up of 65 appointed professors of the Faculty of
Industrial Engineering, Systems and Computer Science of the Universidad Nacional José Faustino
Sánchez Carrión, which is detailed below:
Table 1. Population.
N.º Category Teachers
1 Principal 17
2 Associates 39
3 Assistants 9
4 Practice Managers 0
Total Population 65
Source: FIISI Department Head.
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5. RESULTS
The implementation of the experiment was authorized and coordinated by the Dean of the Faculty
of Industrial Engineering, Systems and Computer Science of the Universidad Nacional José Faustino
Sanchez Carrión. The present research had a control group of 33 teachers and an experimental group
of 32 teachers. A pretest was carried out where the instrument was applied to both groups, and data
were collected before treatment, conrming the existing problems. In order to make improvements, we
rst identied the critical success factors in which we had to make improvements, as shown in Figure.
Figure 1. Critical success factors.
Source: own elaboration.
The improvements we implemented in each critical success factor are shown in Figure 2.
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Figure 2. Improvements implemented in the Critical Success Factors.
Source: own elaboration.
As there were already complaints from teachers about the diculty of accessing the virtual eld, its
management, and operation, it was also found that not all teachers had mastered the information
technologies, and only some have adapted to its use, so we proceeded to make improvements to the
virtual eld and make it more friendly and functional.
After making improvements to the virtual eld, the teachers belonging to the experimental group were
trained and made aware of the use and importance of using the virtual eld, not only for licensing and
accreditation issues but also for their professional updating, indicating that the tools they were using are
no longer the most eective Ramírez (2020), besides we it is facing new generations of students who
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demand new skills and we have to be prepared in the use of new technologies in university teaching as
Picón (2020).
Several training sessions were held, after which the instrument, an observation guide with 31 items, was
reapplied to obtain the post-test data. Data processing was carried out with SPSS software version 24.
For each item of the observation guide, frequency tables were used, which are statistical tools as Molinero
and Chávez (2019), where the data are placed in columns representing the dierent values collected in
the sample the frequencies (times) in which they occur.
The absolute frequency was found, which is the number of times a certain value appears in a statistical
study. The sum of the absolute frequencies equals the total number of data, which is represented by n.
We also found the percentage and the cumulative percentage, which represents the percentages of all
values less than or equal to the value considered. Bar charts, also known as column diagrams, are used
for continuous or discrete variables and allow representing the frequency at each level of the variables
of interest.
It is made up of rectangular bars arranged in parallel, they should have an equal width at their base,
and the height of each bar is proportional to the frequency or number of elements belonging to the
particular category.
To test the hypotheses, the Student’s t-statistic method was applied. With the sample, it was possible to
calculate a quantity that allows summarizing the result of the experiment in an objective way.
This quantity is the p-value that corresponds to the smallest possible signicance level that can be chosen,
for which the alternative hypothesis would be accepted, the p-value is a probability value that ranges
between 0 and 1, the null hypothesis is rejected if the p-value associated with the observed result is equal
to or less than the established signicance level, conventionally 0.05 or 0.01.
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For the general hypothesis, we obtained the following results:
Table 2. Comparison of the before and after of the variable Teachers’ Competencies applying the Student’s T method.
Median Variance Standard Deviation Interquartile Range
Before 80,44 435,028 20,857 35
After 107,59 362,894 19,050 35
Source: own elaboration.
Figure 3. Comparison of the before and after of the variable Teachers’ Competencies applying the Student’s T method.
Source: own elaboration.
For the specic hypotheses, we obtained the following results:
Table 3. Comparison of the before and after of the ICT Competencies dimension applying Student’s T method.
Median Variance Standard Deviation Interquartile Range
Before 25,75 85,355 9,239 14
After 38,19 73,319 8,563 15
Source: own elaboration.
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Figure 4. Comparison of the before and after of the ICT Competencies dimension applying the Student’s T method.
Source: own elaboration.
Table 4. Comparison of the before and after of the Social Competences dimension applying the Student’s T method.
Median Variance Standard Deviation Interquartile Range
Before 29,09 48,797 6,986 12
After 37,06 39,867 6,314 12
Source: own elaboration.
Table 5. Comparison of the before and after of the Methodological Strategies dimension applying the Student’s t method.
Median Variance Standard Deviation Interquartile Range
Before 25,59 44,184 6,647 8
After 32,34 45,072 6,714 8
Source: own elaboration.
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Figure 5. Comparison of the before and after of the Social Competences dimension using Student’s T method.
Source: own elaboration.
Figure 6. Comparison of the before and after of the Methodological Strategies dimension applying the Student’s t method.
Source: own elaboration.
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On performing the respective analysis, we obtained satisfactory results and a high degree of interest on
the part of the teachers in improving their competencies.
6. CONCLUSIONS
• Based on the research developed on the use of the virtual teaching campus and its inuence on
the competencies of university teachers, we conclude the following:
• With 95% condence, the results demonstrate that there is a high inuence (p=0.000 and α=0.05).
• It was demonstrated that the use of the Virtual Teaching Campus has a highly signicant inuence
on the level of ICT competencies of teachers, who improved their skills in the management of
technological tools.
• The means used by teachers to communicate more with their students increased.
• The teachers improved their methodological strategies by technological advances and current
demands, with which the university complies with providing a quality education service.
7. RECOMMENDATIONS
It is recommended that teachers be encouraged to use technological tools and new methodological
strategies that support virtual teaching through continuous training, since this allows them to have
alternatives in the development of the teaching-learning process, communication with their students will
be more eective and timelier, and teachers will improve their skills. In addition, it is recommended that
the evaluation of technological competencies be included in hiring and appointing teachers.
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