https://orcid.org/0000-0001-9434-6923
Abstract
The aim of this article is to examine challenges and motivations among university teachers regarding the use of information and communication technology (ICT) tools in virtual learning environments in the context of an emerging country that is undergoing post-pandemic educational adaptation. A descriptive study was developed with open-ended questions for 123 university education teachers from Colombia to identify their motivations and difficulties after experiencing the pandemic and how they have adapted to them in their educational context. Among the findings, motivations are identified, including those related to environments, savings and collaboration networks, and difficulties are identified, including those related to training, technical support, the availability of resources and platforms. Institutions are called to generate permanent and personalized training plans based on the digital skills and specific needs of teachers. It is concluded that, strategies are needed for the appropriation of web platforms and for the design of adequate content for teaching from nonface-to-face environments, enabling training scenarios not only for teachers but also for students who also need synchronous and non-synchronous continuous support when entering these scenarios.
1. Introduction
This article examines the factors involved in the adoption of virtual tools in the teaching-learning processes of teachers in higher education institutions (HEIs) affiliated with the municipality of Medellín. In recent years, the introduction of information and communication technologies (ICTs) in academic environments has brought about changes in teaching methods, adapting their operations, and fostering participation in like-minded communities. These changes have also capitalized on the benefits offered by communication technologies (Basak et al., Citation2018; Valencia-Arias et al., Citation2019).
In Colombia, the COVID-19 pandemic has further highlighted the limited access to education and employment opportunities, emphasizing the digital divide that exists in the country. Internet accessibility and the use of mobile devices were not as widespread as previously assumed. This disparity is not exclusive to Colombia but is also prevalent in Latin America and the Caribbean, underscoring the need to bridge the significant digital gap to alleviate poverty in these regions (Addimando, Citation2022). The lack of stability in public health systems has become evident, and the educational sector has had to urgently respond to the current circumstances, rendering face-to-face instruction impossible. This exposes shortcomings in the existing teaching-learning model’s ability to manage such situations (Diez et al., Citation2017).
To ensure the continuity of distance education, alternative communication channels have been sought, including not only email but also other online platforms, as highlighted by Al-Karaki et al. (Citation2021). However, the authors acknowledge the connectivity difficulties faced by students who lack internet access at home. Additionally, the lack of experience and preparation among both students and teachers in adapting to these new modalities has hindered the educational process.
Nevertheless, in the case of Medellín, particularly within HEIs affiliated with the municipality, efforts have been made over the past decade to promote the use of virtual platforms as a means of supporting academic activities and providing training options. For instance, the Instituto Tecnológico Metropolitano - ITM serves as an example where virtual programs have been implemented, and the necessary infrastructure has been reinforced to provide technical support for such activities (Q. Li et al., Citation2023). Furthermore, several virtual undergraduate and graduate programs have been introduced, focusing on foreign languages and subjects aligned with the study plans of various academic programs, in response to the Municipal Administration’s vision of creating a ‘Software Valley’ (Escobar et al., Citation2018). Similarly, the Institución Universitaria Pascual Bravo - IUPB and Institución Universitaria Colegio Mayor de Antioquia offer complementary training courses through the Arroba Medellín platform (Chavoshi & Hamidi, Citation2019).
This article focuses on the exploration and analysis of teachers’ perceptions regarding motivations for using virtual tools in educational processes, as well as the difficulties they face when implementing these tools in their classes. These contributions are of utmost importance in the academic sphere as they provide a comprehensive insight into the use of virtual tools in teaching and learning. Furthermore, the study provides a framework for educational institutions to design strategies that enhance the utilization of these tools, taking into consideration teachers’ perceptions. Through the implementation of these new strategies, it is expected to contribute to the discussion on expanding coverage and accessibility levels in education, which represents a significant advancement in the field of virtual education. It is important to highlight that this study addresses a knowledge gap existing in the research area, specifically regarding teachers’ perceptions toward the use of virtual tools. Therefore, its findings and conclusions represent a valuable contribution to the existing literature, allowing for the enrichment of scientific knowledge and providing a solid foundation for future research in the field of virtual education.
For this study, a descriptive exploratory methodology was employed that utilized maps to explore the gathered information. The topics for constructing the maps were prepared using a frequency analysis of the responses from the higher education institution teachers that participated in the questionnaire. It is important to note that this methodology was used to enhance the objective analysis of the data. Frequency analysis involves tallying the occurrences of ungrouped qualitative data. It is important to note that this type of data lacks numerical values. Furthermore, during the data collection process, we conducted a systematic review of relevant literature on the adoption of virtual tools in academic settings. Our aim was to identify the factors influencing teachers’ decision-making when incorporating virtual tools into their courses. This enabled us to determine the most significant factors that drive the adoption of virtual tools in teaching and learning while ensuring alignment with the local educational context.
On the other hand, a pilot test was conducted to test the methodological aspects of a larger and more complex study. Pilot tests are meant to assure that the appearance of defects that would be adverse to the study is avoided. The main objective of these tests is to evaluate the adequacy of methods and processes. They do not aim to answer research questions or hypotheses, but rather to answer specific method questions. The pilot test enabled us to assess the questionnaire’s validity when administered to the teachers. This test was designed using participants who share the same characteristics as the target population, including comparable context and conditions. Adherence to these requirements facilitated the assessment of the explanatory power of the questionnaire, the identification of deficiencies in its writing and comprehension, and necessary modifications to reduce misinterpretations and ensure reliable results for the validity of the questionnaire’s outcomes.
1.1. Literature review
The teaching process has been carried out throughout human history. Initially, teachers transmitted their knowledge orally. Later, with the development of writing and subsequently the invention of the printing press, concepts that were discussed during sessions started to be documented on paper. However, individuals residing in remote areas were unable to access such lessons, leading to the exchange of letters between teachers and students. This marked the origins of what is now known as distance education (Cadena-Vela et al., Citation2018; Quintana & Osuna-Acedo, Citation2020).
Over time, the pursuit of deepening or acquiring new knowledge transitioned from being exclusive to students to becoming more commonplace. Adults embarked on a continuous process of education due to the technological advancements in progressive societies. The demand for an increasing amount of knowledge by workers created a necessity for lifelong learning (Quintana & Osuna-Acedo, Citation2020). Subsequently, the emergence and development of Information and Communication Technologies (ICTs) resulted in the creation of various tools that support the teaching and learning process. These technologies have transformed education and established ICTs as a new social sphere (Blau et al., Citation2020). Moreover, they have revolutionized the traditional teaching model and facilitated the strengthening of virtual education by providing electronic devices that grant easier access to information (Bait-Suwailam et al., Citation2022).
In essence, virtuality has enabled individuals to study from any location at any time. This allows students, who are unable to attend in-person courses at educational institutions due to various reasons, to develop specific competencies and acquire knowledge (Bedolla et al., Citation2017; Blau et al., Citation2020; Fairén et al., Citation2020; Valencia-Arias et al., Citation2019). Furthermore, students are now recognized for their adeptness in effectively utilizing ICTs, transforming them into ‘active producers of knowledge’ (Bait-Suwailam et al., Citation2022).
On the other hand, virtual education, apart from providing access to training, contributes positively to the economic aspect of conventional systems. Traditional education necessitates investments in facilities, materials, and human resources that may not adequately meet the demands of those seeking continuous education in the long run (Quintana & Osuna-Acedo, Citation2020). Additionally, it is crucial to emphasize that the use of virtual or blended education (which combines face-to-face and virtual elements) offers several advantages, such as enhanced communication and interaction between students and teachers, group collaboration, and improved access to knowledge through collaborative work and self-motivation (Dudaitė & Prakapas, Citation2017; Li et al., Citation2023; S. Li et al., Citation2020).
In accordance with the points, Higher Education Institutions (HEIs) have been adopting technological tools such as interactive platforms and multimedia files (S. Li et al., Citation2020) to enhance the teaching and learning process for students outside of traditional classrooms (Bait-Suwailam et al., Citation2022). These tools improve communication between teachers and students through consultation forums, enabling effective interactions between the two parties (Toma et al., Citation2023). Furthermore, the utilization of virtual tools allows for their practical application in everyday professional scenarios, enabling students to apply theoretical knowledge gained from academic sessions (Davis, Citation1989; Latorre-Cosculluela et al., Citation2023). Consequently, virtual tools optimize the evaluation processes for teachers through platforms that enable virtual assessments. These assessments are more engaging for students, thereby increasing their motivation during the learning process (Ajzen, Citation1985; Ajzen & Fishbein, Citation1975).
However, despite the multiple benefits that ICTs bring to education, the benefits of virtual tools to academic settings do not always manifest as expected, as various factors influence whether teachers use, or do not use, virtual tools during their classes (Martín-García et al., Citation2014). A research study proposed by González-Bravo and Valdivia-Peralta (Citation2015) presents the results of a study on the efficiency of ICT tools integrated in teaching and learning. The study was conducted in three stages, using various research methods, including observation, psychopedagogical experiment, survey, test method, comparative method, and statistical methods for data interpretation. The results showed that students who benefited from the teaching-learning tools of Google Forms and the custom-created JavaScript game, associated with the presentation of Microsoft PowerPoint, achieved significantly higher scores, highlighting the higher level of knowledge acquired and improving the quality of the educational process, thus validating the overall objective of the research. The study also collected feedback from students and teaching staff on the use of ICT tools, which informed the strengths and weaknesses of the implemented method and its potential reuse in the future. This research was conducted at Mihai Eminescu National College in Bucharest, Romania.
Another example of a study shows that teachers perceive ICT as tools that favor the adaptation of learning to the individuality of their students, and they also perceive their effectiveness within educational practices. Both aspects have been identified as indicators of a positive attitude toward the integration of ICT in teaching processes. Furthermore, it was observed that this positive attitude can influence a more active behavior on the part of the teacher to use ICT and implement innovative methodologies that respond to the needs of their students. In summary, the study highlights the importance of the teacher’s attitude in fostering the effective use of ICT in teaching and learning (Tîrziu & Vrabie, Citation2015).
In the same way, studies investigating the adoption of virtual tools in training processes commonly apply one or a combination of several technology adoption models. These models include the Technology Acceptance Model (TAM), formulated by Ramirez-Anormaliza et al. (Citation2017); the Theory of Reasoned Action (TRA), presented by Jaramillo (Citation2020); and the Theory of Planned Behavior (TPB), proposed by Porlán (Citation2020). These models enable the analysis of various factors that influence technology adoption, such as perceived usefulness, perceived ease of use, rational assessment (in the case of TRA), and control of perceived behavior (for TPB) (González-Bravo & Valdivia-Peralta, Citation2015; Martín-García et al., Citation2014).
Similarly, studies conducted by Metropolitano (Citation2019a), Metropolitano (Citation2019b) and Peñuelas et al. (Citation2020) emphasize the significance of analyzing the adoption of technological tools by teachers in teaching-learning processes, particularly in relation to Higher Education Institutions (HEIs) in Spain. The first study examined how teachers could enhance their electronic interactions with students, while the second study, carried out at the University of Salamanca, analyzed the utilization of combined methodologies (B-learning) in higher education. These studies underscore the importance of determining the factors that influence technology adoption in developing countries, as such factors are deemed crucial for the advancement of teaching and learning processes.
Nonetheless, several factors come into play during the adoption process and impact the theoretical constructs of TRA, TPB, and TAM. These factors have implications for the utilization of virtual tools and include self-efficacy, compatibility, social influence, technical support, and previous experience. These variables are closely tied to the local context and influence the decision to use or abstain from using virtual tools (Arroba, Citation2023; Cadena-Vela et al., Citation2018; Valencia-Arias et al., Citation2019).
The growing adoption of virtual tools in academic environments has been driven by various factors that motivate teachers to incorporate these tools into their educational practices. Within these factors, five main groups have been categorized. Firstly, the educational environment has recently evolved, recognizing the importance of adapting to technology. The integration of virtual tools allows teachers to forgo transportation and avoid commuting, contributing to environmental improvement, enabling work from home, and preserving integrity (Palacios-Saltos et al., Citation2021). Secondly, time and money savings are another determining factor. Virtual tools automate repetitive tasks such as exam corrections or grade management, freeing up teachers to dedicate more time to teaching and interacting with students (Cliffe, Citation2017). Furthermore, the change in students’ way of interacting, driven by social networks and other online communication tools, has led teachers to leverage these platforms to create online learning communities (Wang et al., Citation2021), Fourthly, information and communication technologies (ICT) are an unavoidable reality in contemporary education. Teachers who use virtual tools are better equipped to face the challenges of the 21st century, empowering their students with the skills and knowledge necessary to succeed in a constantly evolving digital world (Aslan & Zhu, Citation2017). Lastly, there are other conditions that also drive teachers to use virtual tools in their educational practices, such as the need to adapt to educational policies and regulations, improve the quality of teaching, and stay updated in their field of knowledge. Together, these factors support the adoption of virtual tools in academic environments, as they provide benefits for both teachers and students, promoting more efficient, adaptable, and relevant education in the current context.
However, studies specifically examining the technological adoption of virtual tools by teachers in Colombia are scarce. This knowledge gap also extends to research on the city of Medellín. This scarcity can be attributed to political, cultural, economic, and religious differences between developed countries, which have conducted studies on teachers, and emerging economies. Existing studies primarily focus on evaluating factors that affect students rather than teachers. For instance, the research conducted by Valencia-Arias et al. (Citation2019) primarily addresses the factors influencing the adoption of e-learning tools among university students, thus neglecting teachers, and creating a void in the current body of research. However, it is crucial to include teachers as essential agents in the educational process.
2. Materials and methods
For the development of the study, an exploratory-descriptive methodology was employed, through the collection of secondary data. The information was obtained through a survey sent to the institutional emails of the teachers from the three university institutions that were the object of study (ITM, Pascual Bravo, and Colegio Mayor de Antioquia), where two open-ended questions were formulated: What motivates you to use virtual tools in academic environments? and What difficulties have you experienced when using virtual tools? This was done in order to determine the factors that influence teachers when deciding on the use of virtual tools in their classes.
The university campuses of ITM, Pascual Bravo, and Colegio Mayor de Antioquia were included in the study without limitations on areas of work, meaning that any teacher could participate regardless of the school they were associated with. The survey was conducted during the month of November 2022, and a total of 123 responses were obtained, none of which were discarded, since it was carried out virtually, guaranteeing that all forms were completed in their entirety, given that all questions were configured as mandatory. Furthermore, as the teachers’ perception was consulted, in the cleaning process there were no good or bad answers, but rather all points of view were considered in the study. Based on the responses provided by the teachers regarding the motivations and difficulties they face when using virtual tools, two maps were constructed taking into account the frequencies of the responses given by the target population, in order to identify the perception that teachers have on this topic in the midst of the COVID-19 situation. The participation of teachers by institution is illustrated in .
Table 1. Participation of teachers by affiliated university institution.
To carry out the research, the following stages were conducted:
Information gathering: An exploration of secondary sources of information was carried out to identify previous studies related to the adoption of virtual tools in academic environments, in order to gain an initial perspective on the factors that influence teachers’ decision-making regarding the use of these tools in their courses.
Selection of the most influential variables: Based on the factors and variables found in the literature review, the most influential or representative variables in the adoption processes of virtual tools in teaching and learning were selected, ensuring their coherence with the local educational context.
Construction of the questionnaire: Based on the selected variables, a questionnaire was developed for data collection. The survey included demographic information about the teachers, as well as two open-ended questions to explore their motivations and difficulties in using virtual tools in teaching and learning processes.
Validation of the questionnaire’s explanatory power: Prior to the survey administration, a pilot test was conducted to validate the instrument. Reyes et al. (Citation2013) and Saraí (Citation2005) suggest that an ideal number of participants for a pilot test ranges from 5 to 10 individuals, who should have the same characteristics as the target population, including the same context and conditions. A pilot test was conducted with five teachers who met these requirements, allowing the assessment of the questionnaire’s explanatory power and the identification of any deficiencies in its wording. This process aimed to improve misunderstandings and generate reliable results.
Survey administration: The survey was sent to teachers through their institutional emails, asking them about their motivations and difficulties in using virtual tools in academic processes. A total of 123 responses were collected, and all of them were considered for the research. The narratives obtained provided insights into teachers’ perceptions of using virtual resources in higher education.
Map development: Based on the information provided by the teachers, the factors and variables influencing their motivations and difficulties in using virtual tools in courses were listed, taking into account the frequency of occurrence for each of them. Two maps were constructed, presenting the collected information divided into categories.
3. Results
To carry out an adequate characterization of the target population, it was necessary to carry out an analysis of the information collected, through sociodemographic data and levels of Internet use, such as the following:
Age: 68% of the population surveyed are under 40 years of age.
Gender: 66% of teachers identify with the male gender.
Level of education: 97% of teachers have postgraduate degrees.
Frequency of Internet use per day and place of access to the network: 62% of teachers claim to use the Internet more than 7 h a day and generally, they use it from home, the institution and from their cell phone.
They are aware if the institution with which they are associated has virtual tools and if it uses them in the teaching processes: 98% of those surveyed answered that they are aware of the availability of virtual tools in the institution; However, only 85% claim to use them.
How often do you use them: 69% of the teachers surveyed access the teaching support platforms at least four times a week.
The results were analyzed taking as the main input the higher education teachers’ responses to the following survey questions: What motivates you to use virtual tools in academic settings? What difficulties have you experienced when using virtual tools?
3.1. Qualitative analysis of difficulties and motivations surrounding the use of virtual tools in academic processes
The information collected was grouped into two maps, with one focused on difficulties and the other focused on motivations, where categories and subcategories were defined. Based on the trend and frequencies of the responses to the questions, frequencies are found next to each variable in parentheses to better illustrate the results.
3.2. Motivations to use virtual tools in academic settings
Regarding what motivates teachers to use virtual tools in academic environments, the information obtained was divided into five categories: the environment, savings, networks, ICT in education and other conditions, which are presented in .
Figure 1. Motivations for using virtual tools in academic environments. Source: The authors based on answers to the applied instrument.
For the first category, five subcategories were defined: not using transportation, not having to commute, contributing to the improvement of the environment, working from home and protecting integrity. These correspond to the environment category, showing that teachers are motivated by not having to commute to meet their academic commitments and, therefore, by being able to benefit the environment. This motivation was expressed by one of the respondents: ‘Not commuting from one place to another allows me to benefit the environment’. Another respondent stated the following: ‘I contribute to air quality by not using my car’, and yet another indicated that ‘it is economical to not use transport, and I also help the environment’.
These expressions are aligned with studies carried out by Bansa and Asrini (Citation2020), where the authors show that ICT offers benefits to education, including accessibility; that is, the ability to access educational systems from anywhere and at any time motivates teachers to use ICTs in their courses. Furthermore, in the research carried out by Napal et al. (Citation2020), the authors affirm that among the benefits of the inclusion of ICTs in education, a major contribution is linked to sustainability; that is, education is part of a prioritized strategy to involve children and young people in the development of actions that promote social change, contributing to balance, economic growth, respect for the environment and social justice and thus aligning with the United Nations Sustainable Development Goals (UN SDGs).
In the same way, apart from contributing to the improvement of the environment, teachers noted that using virtual tools saves time and money. By not having to com-mute, teachers save money on public transport fees or gas and save time by telecommuting, which generates satisfaction. One teacher reported being motivated to use virtual tools as follows: ‘I manage my time, and I do not commute and save money’. Other responses from teachers on this theme included the following: ‘Not commuting from one place to another allows me to contribute to the environment and save money by not using transport’, ‘I save time by not having to take transportation’, and ‘In terms of money and time, transport is the most expensive, and I save time by not commuting’.
Thus, being able to reduce the consumption of resources, such as time and money, benefits teachers, students and institutions themselves, since when virtual tools are used in education, conventional systems benefit since face-to-face education requires investment in facilities and material and human resources, which can create barriers to education access (Quintana & Osuna-Acedo, Citation2020; Raju et al., Citation2016).
In the case of the third category, networks, teachers expressed that one of the greatest motivations to use virtual tools relates to new opportunities for knowledge exchange and interaction between different teachers and students. One teacher reported being motivated by the possibility of ‘expanding knowledge networks’. Another participant indicated being motivated to see virtual tools ‘increase student participation in courses’, and another was motivated by ‘productivity in knowledge, since learning processes are enhanced’. Thus, virtual tools facilitate cooperative and collaborative learning (González-Bravo & Valdivia-Peralta, Citation2015; Loureiro, Citation2019), and the learning process is strengthened through a purely collaborative approach, as artificial intelligence allows for more complex applications, creating data networks that enable interaction between users (Sánchez et al., Citation2013).
Likewise, teachers were motivated by the possibility of interacting with their students and by the flexibility provided to the conventional educational system and the accessibility of information, eliminating some barriers in education. One respondent expressed that ‘interacting with my students and trying to make sure the issues are completely clear to them’ motivated their use of virtual tools. Another teacher was motivated by ‘the ease of interaction with students and the possibility of exchanging information’, while another indicated that ‘I am convinced that the virtual methodology, in addition to the flexibility and interactivity it offers, aligns with the conditions of the contemporary world’. Regarding accessibility, teachers were motivated by the ‘ease of access to information for students’ and by the provision of ‘agility, immediacy and easy access from any device’.
The previous approaches coincide with what is postulated by Cadena-Vela et al. (Citation2018), where the authors state that the use of virtual tools favors those who cannot access educational systems. Likewise, Chiu et al. (Citation2015) and Prada et al. (Citation2015) indicate that virtual tools improve the accessibility of people with physical limitations to laboratories or high-risk areas due to the dangerous experimentation that is carried out in such places, allowing more users to access these processes with greater security.
Finally, other conditions that motivate teachers to use virtual tools include the possibility of meeting their academic commitments despite external situations that may interfere with the normal development of activities. One teacher reported using virtual tools to ‘not have to go outside and not expose myself to COVID-19 infection’, while other teachers stated ‘I can protect myself from COVID-19. This should also be implemented when there are demonstrations on campus’. These valid perceptions should be considered in strategies that institutions propose to promote the use of virtual tools in education.
3.3. Difficulties with the use of virtual tools in academic environments
Regarding difficulties teachers face in the use of virtual tools, results were divided into five categories: technical support, training, availability of resources, platforms, and other conditions. These categories are illustrated in .
Figure 2. Difficulties in the use of virtual tools in academic environments. Source: The authors based on survey responses.
For the first category, three subcategories were defined: lack of accompaniment; little information available on use; and long, ineffective manuals and videos. These themes emerged with the same frequency. Respondents reported that ‘sometimes the tutorials are not clear’, they identified ‘a lack of an online instruction that explains and facilitates the handling of each of the tools of the virtual platform’, and they called for the tutorials too ‘improve instructions and effective accompaniment’. Such approaches support the importance of having technical support, be it documentary, didactic or face-to-face, where teachers can request support and advice and address concerns that may arise during the use of virtual tools. Respondents also emphasized the importance of having adequate training.
Thus, a training category was included, as teachers called to reinforce training in the use of virtual tools for both teachers and students, since ‘both the teachers and the students do not know how to handle the tools’, ‘I do not have formal training; I learned alone’ and ‘students do not know how to use the platforms’ due to ‘little training of students on how to use virtual tools’. Likewise, teachers reported not having the necessary skills to use the tools, as indicated by the following responses: ‘There is little expertise and ignorance in the use of these tools’, ‘There is ignorance of their use or when they are not user friendly’, and ‘There is little training in the tool to be used’.
In this way, an administrative intervention is needed where institutions propose strategies that promote the use of virtual tools not only among teachers but also among students, since if a teacher decides to use a certain tool but his or her students do not know how it works, the teacher will have to invest class time explaining the use of the tool, as expressed by one of the respondents: ‘The students must learn how to use the platform, but after I no longer have problems’. The above findings are aligned with what (Lucas, Citation2020; Reid, Citation2014; Sánchez-Prieto et al., Citation2019) express in their research, which indicates that for institutions to guarantee an adequate integration of virtual tools in educational processes, it is necessary to focus on factors such as the availability of equipment, training, technical support and relevant content for both teachers and students.
As training must align with the available infrastructure of the institution, the third established category focuses on available HEIs resources, since teachers affirm that having the necessary equipment to create efficient connections with virtual tools, as well as internet accessibility and its speed, significantly influence the development of activities, as indicated by one of the teachers surveyed: ‘I cannot capitalize on the potential of the tools, because a good network is needed, but telecommunications services are of low quality’. Other responses on this theme are as follows: ‘The difficulty lies in being able to have the hardware capacity and its respective configuration, according to the characteristics required for the use of virtual tools (Initial conditioning)’ and ‘The bandwidth of the network, the hardware available, and the number of users slow down the system’.
Teachers also claim to encounter complications with internet accessibility, both for themselves and for their students, as expressed by the following responses: ‘It is a reality that many students in the Aburra Valley do not have internet’, ‘There are problems with the internet connection’, ‘The students do not have internet connection or do not have a computer’ and ‘Students are without technological means’, thereby making it difficult to access these types of tools.
These expressions show how the availability of resources affects the adequate use of virtual tools; that is, even when teachers intend to use them, the limited infrastructure available, both at the national and local levels, as well as in homes, among students and teachers makes accessibility to platforms and, therefore, to training processes difficult. Studies by Arif et al. (Citation2020) and Karim et al. (Citation2018) similarly express the importance of having internet connectivity and digital devices that allow adequate access to virtual tools and innovating teaching-learning processes and aligning them with evolving technology to achieve what they call Education 4.0.
Teachers also expressed having difficulties with platforms, which, during their operation, often fail or present restrictions, causing teachers to lose interest in using them and explore them in depth. Respondents stated the following: ‘In some cases, the simple processes become complex due to the number of tools’, ‘Sometimes the platform is not easy to use’ and ‘There are problems with stability, storage capacity, and support services’.
Furthermore, one teacher noted that ‘the platforms are slow when there are many users’, as the number of users involved in class sessions generates connectivity problems and lowers the efficiency of the tool. Another respondent said, ‘The speed of the platforms slows when many people are connected’. Another drawback concerns the restrictions of certain platforms, expressed as follows: ‘Some platforms have a time limit for interacting with students’ and ‘Add-ons are not enabled from the administration center of the platform’, preventing the use all potentialities of the tool.
In addition, teachers stated that, apart from limitations on operations and connectivity, ‘the platform is slow and overloaded’, thereby hindering the normal development of activities and resulting in ‘less fluency and dynamism than face-to-face education’. Other teachers reported having problems with ‘adapting to the design’ and ‘not being familiar with the interface’. For this reason, it is necessary to study the design of such platforms so they can contribute to pedagogy and effective content for the teaching of technology (Moundridou & Papanikolaou, Citation2017; Zalavra & Papanikolaou, Citation2018). Thus, content must adjust to the needs and characteristics of students, and thematic experts must provide reliable and valid information (Baltaci-Goktalay & Ozdilek, Citation2010; Ozdilek & Baltaci-Goktalay, Citation2013).
On the other hand, the teachers state that they do not have ‘the time necessary to use complementary material to support classes’ or are ‘not confident in using this type of tool’, further hindering the use of virtual tools, which should also be considered when developing strategies to promote the application of such tools in academic environments.
4. Discussion and conclusions
The present study addresses the challenges posed by virtual teaching in the learning processes and highlights the need to implement strategies for both teachers and students to become proficient in web platforms and design appropriate content in non-face-to-face environments, providing continuous support in handling these tools. Information and communication technologies (ICT) play a fundamental role in reducing barriers to education by allowing flexibility in schedules and commuting, as well as promoting self-care, as evidenced during the COVID-19 pandemic, helping to eliminate time and space barriers, and driving the teaching and learning process. In this context, the current research aims to contribute to the topic of using technological tools in the educational field, with the objective of improving the quality and effectiveness of virtual teaching in line with the UN's fourth Sustainable Development Goal (SDG).
As recommendations for future research and professionals in the field of using virtual tools in teaching and learning processes, it is suggested to first provide training in the handling of these tools. Training programs should allow students and teachers to familiarize themselves with virtual tools through various methods such as courses, workshops, diplomas, and webinars. This will enhance the transfer of knowledge from technical experts and ensure a correct understanding and application of virtual tools for their benefit in the academic environment. Additionally, it is recommended to conduct studies involving teachers from private institutions to compare their perceptions with the results obtained so far in institutions affiliated with the Municipality of Medellín. Finally, it is suggested to carry out specific analyses on teachers over 50 years old, as this group tends to adopt technologies less frequently. Investigating the specific motivations and difficulties they face in the use of virtual tools can reveal significant changes in their needs and facilitate their successful incorporation into educational processes.
Informed consent
Informed consent was obtained from all subjects involved in the study.
Description of paper
This article delves into the experiences of university teachers in Colombia as they navigate the challenges and motivations tied to incorporating information and communication technology (ICT) tools in virtual learning post-pandemic. The study, involving 123 educators, uncovers motivations such as creating conducive learning environments, cost-effectiveness, and fostering collaboration networks. Simultaneously, it sheds light on the hurdles they face, spanning from training and technical support to resource and platform availability. The findings emphasize the pressing need for institutions to implement tailored and ongoing training programs that address teachers’ digital skills and specific needs. As we adapt to a new educational landscape, the article underscores the importance of not only empowering teachers but also providing continuous support for students in both synchronous and asynchronous online learning environments.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
Additional information
Notes on contributors
Vanessa Botero-Gómez
Vanessa Botero-Gómez received her BE degree in production engineering and her M.Sc. degree in management of technological innovation, cooperation, and regional development from the Instituto Tecnológico Metropolitano (ITM) in Medellín, Colombia, in 2017 and 2020, respectively. The professor has conducted research related to engineering education, automation processes, technology adoption, and the development of adoption models. Therefore, studying the motivations and challenges faced by teachers in using virtual tools is an area of interest for the researcher. She also serves as a professor at ITM, where she instructs undergraduate students in programmable logic control and industrial networks.
Luís Germán Ruiz-Herrera
Luís Germán Ruiz-Herrera received his BE degree in production engineering and M.Sc. degree in management of technological innovation, cooperation, and regional development from the Instituto Tecnológico Metropolitano (ITM) in Medellín, Colombia, in 2011 and 2016, respectively. Currently, he holds a position as a professor at ITM, teaching method engineering and production planning to undergraduate students while actively contributing to ITM's Laboratory Center. The professor’s research focuses on technology adoption and the development of adoption models, sparking an interest in studying teachers’ perspectives on technology use.
Alejandro Valencia-Arias
Alejandro Valencia-Arias obtained his PhD in Management Engineering from the National University of Colombia in 2018, a Master of Sciences degree in Computer Sciences in 2013, and a Bs. Eng degree in Management Engineering in 2010. With 12 years of experience as a university professor, he has made significant contributions to his field. His academic achievements include the publication of books and over 85 journal articles in national and international indexed journals. He holds the prestigious title of Senior Researcher from the Ministry of Science, Technology, and Innovation in Colombia and is recognized as a distinguished researcher at RENACYT (Peru). His research encompasses entrepreneurship, simulation, marketing research, and statistical science. Proficient in agent-based modeling and system dynamics, he specializes in developing social models. His current research focus involves analyzing teachers’ perspectives on the use of virtual tools in emerging economies, a topic that greatly motivates the professor.
José Alberto Oré León
José Alberto Oré León, Researcher and University Lecturer, holds a PhD in Government and Public Policy, a PhD in Education, and a Master’s in Education with a specialization in University Management from the University of San Martín de Porres. Completed studies in Management for Lawyers at Yale University School of Management and a Diploma in Human Rights at American University Washington College of Law. Served as a Visiting Scholar at the University of Houston Law Center. Currently works as a consultant in University Management and specializes in Human Rights Defense.
Lilian Verde Flores
Lilian Verde Flores holds a Bachelor’s degree in Accounting from Universidad César Vallejo and is a Certified Public Accountant from the same institution. She furthered her studies with a Master’s degree in Economics, specializing in Finance, from Universidad Nacional de Trujillo. With prior experience as an Institutional Control Specialist until August 27, 2023, she currently serves as the Coordinator of Postgraduate and Continuing Education at USS.
References
- Addimando, L. (2022). Distance learning in pandemic age: Lessons from a (no longer) emergency. International Journal of Environmental Research and Public Health, 19(23), 16302. https://doi.org/10.3390/ijerph192316302
- Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Springer.
- Ajzen, I., & Fishbein, M. (1975). A Bayesian analysis of attribution processes. Psychological Bulletin, 82(2), 261–277. https://doi.org/10.1037/h0076477
- Al-Karaki, J. N., Ababneh, N., Hamid, Y., & Gawanmeh, A. (2021). Evaluating the effectiveness of distance learning in higher education during COVID-19 global crisis: UAE educators’ perspectives. Contemporary Educational Technology, 13(3), ep311. https://doi.org/10.30935/cedtech/10945
- Arif, F. K. M., Affendi, F. R., Noah, J. B., & Yunus, M. M. (2020). Innovative trends and practices in ESL for education 4.0 among higher learning institutions. International Journal of Science and Technology Research, 9, 4027–4030.
- Arroba, M. (2023). Educación continua [Continuing education]. https://arrobamedellin.edu.co/
- Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
- Bait-Suwailam, M., Jervase, J., Al-Lawati, H., & Nadir, Z. (2022). An active learning computer-based teaching tool for enhancing students’ learning and visualization skills in electromagnetics. International Journal of Electronics and Telecommunications, 69 (1), 53–60. https://doi.org/10.24425/ijet.2023.144331
- Baltaci-Goktalay, S., & Ozdilek, Z. (2010). Pre-service teachers’ perceptions about web 2.0 technologies. Procedia - Social and Behavioral Sciences, 2(2), 4737–4741. https://doi.org/10.1016/j.sbspro.2010.03.760
- Bansa, Y. A., & Asrini. (2020). The use of ICT in teaching: Lecturers’ perceptions, obstacles, and expectations. Journal of Physics: Conference Series, 1464(1), 012037. https://doi.org/10.1088/1742-6596/1464/1/012037
- Basak, S. K., Wotto, M., & Bélanger, P. (2018). M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180
- Bedolla, J. S., D’Antonio, G., & Chiabert, P. (2017). A novel approach for teaching IT tools within learning factories. Procedia Manufacturing, 9, 175–181. https://doi.org/10.1016/j.promfg.2017.04.049
- Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722.https://doi.org/10.1016/j.iheduc.2019.100722
- Cadena-Vela, S., Ortiz, J., Torres, G., & Mejía-Madrid, G. (2018). Innovation in the university: Virtual educational platform. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, Association for Computing Machinery (pp. 799–805).
- Chavoshi, A., & Hamidi, H. (2019). Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran. Telematics and Informatics, 38, 133–165. https://doi.org/10.1016/j.tele.2018.09.007
- Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students’ understanding of gas properties. Computers & Education, 85, 59–73. https://doi.org/10.1016/j.compedu.2015.02.007
- Cliffe, A. D. (2017). A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment. International Journal of Educational Technology in Higher Education, 14(1), 1–14.
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
- Diez, L. F., Valencia, A., & Bermudez, J. (2017). Agent-based model for the analysis of technological acceptance of mobile learning. IEEE Latin America Transactions, 15(6), 1121–1127. https://doi.org/10.1109/TLA.2017.7932700
- Dudaitė, J., & Prakapas, R. (2017). The experience of teachers in the application of activInspire interactive evaluation system in classroom: A case of teachers in Lithuania. Informatics in Education, 16(2), 181–195. https://doi.org/10.15388/infedu.2017.10
- Escobar, M., Sanhueza, S., & Friz, M. (2018). Uso de estrategias tecnológicas en educación: Una comparación entre biología y educación física [Use of technological strategies in education: A comparison between biology and physical education]. Revista Mexicana de Investigación Educativa, 23, 483–504.
- Fairén, M., Moyés, J., & Insa, E. (2020). VR4Health: Personalized teaching and learning anatomy using VR. Journal of Medical Systems, 44(5), 94. https://doi.org/10.1007/s10916-020-01550-5
- González-Bravo, L., & Valdivia-Peralta, M. (2015). Posibilidades para el uso del modelo de aceptación de la tecnología (TAM) y de la teoría de los marcos tecnológicos para evaluar la aceptación de nuevas tecnologías para el aseguramiento de la calidad en la educación superior chilena [Possibilities for the use of the technology acceptance model (TAM) and the theory of technological frameworks to evaluate the acceptance of new technologies for quality assurance in Chilean higher education]. Revista Electrónica Educare, 19(2), 181–196. https://doi.org/10.15359/ree.19-2.11
- Jaramillo, C. (2020). Cerrar la brecha digital para combatir la pobreza en América Latina y el Caribe. https://bit.ly/2Ifjssd
- Karim, R. A., Abu, A. G., Adnan, A. H. M., & Suhandoko, A. D. J. (2018). The use of mobile technology in promoting education 4.0 for higher education. Advanced Journal of Technical and Vocational Education, 2, 34–39.
- Latorre-Cosculluela, C., Sierra-Sánchez, V., Rivera-Torres, P., & Liesa-Orús, M. (2023). ICT efficacy and response to different needs in university classrooms: Effects on attitudes and active behaviour towards technology. Journal of Computing in Higher Education, 1–18. https://doi.org/10.1007/s12528-023-09357-2
- Li, L., Zhu, M. L., Shi, Y. Q., & Yang, L. L. (2023). Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: A cross-sectional study. BMC Medical Education, 23(1), 87. https://doi.org/10.1186/s12909-023-04051-4
- Li, Q., Liu, Q., & Chen, Y. (2023). Prospective teachers’ acceptance of virtual reality technology: A mixed study in Rural China. Education and Information Technologies, 28(3), 3217–3248. https://doi.org/10.1007/s10639-022-11219-w
- Li, S., Li, G., Liu, Y., Xu, W., Yang, N., Chen, H., Li, N., Luo, K., & Jin, S. (2020). Development and assessment of a gastroscopy electronic learning system for primary learners: Randomized controlled trial. Journal of Medical Internet Research, 22(3), e16233. https://doi.org/10.2196/16233
- Loureiro, A. (2019). Pedagogical use of ICT - Strengthening teacher skills in a B-learning master’s program. In 2019 International Symposium on Computers in Education (SIIE) (pp. 1–5), IEEE.
- Lucas, M. (2020). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107, 105509. https://doi.org/10.1016/j.chb.2018.05.001
- Martín-García, A., Del Dujo, A. G., & Muñoz-Rodríguez, J. (2014). Factores determinantes de adopción de blended learning en educación superior. Adaptación Del Modelo UTAUT [Determinants of adoption of blended learning in higher education. Adaptation of the UTAUT Model]. Educación XX1, 17. https://doi.org/10.5944/educxx1.17.2.11489
- Metropolitano, I. T. (2019a). Rendición de cuentas 2018 [Accountability 2018]. Rendición de Cuentas.
- Metropolitano, I. T. (2019b). Rendición de cuentas 2019 [Accountability 2019]. https://bit.ly/2FU9DQ0.
- Moundridou M., & Papanikolaou K. A. (2017). Educating engineer educators on technology enhanced learning based on TPACK. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1243–1250). IEEE. https://doi.org/10.1109/EDUCON.2017.7943007
- Napal, M., Mendióroz-Lacambra, A. M., & Peñalva, A. (2020). Sustainability teaching tools in the digital age. Sustainability, 12(8), 3366. https://doi.org/10.3390/su12083366
- Ozdilek, Z., & Baltaci-Goktalay, S. (2013). Pre-service science teachers’ perceptions about effective design of blended university chemistry courses. Turkish Online Journal of Distance Education, 14, 165–180.
- Palacios-Saltos, E., Moreira-Zambrano, Y. M., & Vargas-Rodríguez, F. A. (2021). Sostenibilidad educativa y desarrollo social latinoamericano: Artículo de revisión bibliográfica [Educational sustainability and Latin American social development: Literature review article]. Revista Científica Multidisciplinaria Arbitrada "Yachasun", 5(8 Edicion especial junio), 2–8. https://doi.org/10.46296/yc.v5i8edespjun.0095
- Peñuelas, S. A. P., Pierra, L. I. C., González, Ó. U. R., & Nogales, O. I. G. (2020). Enseñanza remota de emergencia ante la pandemia Covid-19 en educación media superior y educación superior [Emergency remote teaching in the face of the Covid-19 pandemic in upper secondary education and higher education]. Propós. Represent, 8, 589. https://doi.org/10.20511/pyr2020.v8nSPE3.589
- Porlán, R. (2020). El cambio de la enseñanza y el aprendizaje en tiempos de pandemia [The change in teaching and learning in times of pandemic]. Revista de Educación Ambiental y Sostenibilidad, 2(1), 1–7. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2020.v2.i1.1502
- Prada, M. A., Fuertes, J. J., Alonso, S., García, S., & Domínguez, M. (2015). Challenges and solutions in remote laboratories. Application to a remote laboratory of an electro-pneumatic classification cell. Computers & Education, 85, 180–190. https://doi.org/10.1016/j.compedu.2015.03.004
- Quintana, G. J., & Osuna-Acedo, S. (2020). Transmedia practices and collaborative strategies in informal learning of adolescents. Social Sciences, 9(6), 92. https://doi.org/10.3390/socsci9060092
- Raju, S. V., Raju, M. S. V. S. B., Abbaiah, G., & Gudavalli, M. (2016). Role of ICT in outcome based education. In 2016 IEEE 6th International Conference on Advanced Computing (IACC) (pp. 815–819).
- Ramirez-Anormaliza, R., Sabaté, F., Llinàs-Audet, X., & Lordan, O. (2017). Aceptación y uso de los sistemas E-learning por estudiantes de grado de ecuador: El caso de una universidad estatal [Acceptance and use of E-learning systems by undergraduate students from Ecuador: The case of a state university]. Intangible Capital, 13(3), 548–581. https://doi.org/10.3926/ic.820
- Reid, P. (2014). Categories for barriers to adoption of instructional technologies. Education and Information Technologies, 19(2), 383–407. https://doi.org/10.1007/s10639-012-9222-z
- Reyes, O., Espinoza, R., & Olvera, R. (2013). Criterios para determinar el tamaño de muestra en estudios descriptivos [Criteria to determine the sample size in descriptive studies]. International Research Congress of Celaya, 5, 2919–2924.
- Sánchez, R. B., Mallado, C. M., & González-Piñal, R. P. (2013). Cambios pedagógicos y sociales en el uso de las TIC: U-learning y u-Portafolio [Pedagogical and social changes in the use of ICT: U-learning and u-Portfolio]. Revista Electrónica de Investigación y Docencia (REID), 10, 7–20.
- Sánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., & Olmos-Migueláñez, S. (2019). Break the walls!
- Second-order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158–167. https://doi.org/10.1016/j.chb.2019.01.019
- Saraí, A.-B. (2005). Fórmulas para el cálculo de la muestra en investigaciones de salud [Formulas for calculating the sample in health research]. Salud En Tabasco, 11(1–2), 333–338. https://www.redalyc.org/articulo.oa?id=48711206
- Tîrziu, A. M., & Vrabie, C. (2015). Education 2.0: E-learning methods. Procedia - Social and Behavioral Sciences, 186, 376–380. https://doi.org/10.1016/j.sbspro.2015.04.213
- Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT integration in teaching using learning activities. Sustainability, 15(8), 6885. https://doi.org/10.3390/su15086885
- Valencia-Arias, A., Chalela-Naffah, S., & Bermúdez-Hernández, J. (2019). A proposed model of E-learning tools acceptance among university students in developing countries. Education and Information Technologies, 24(2), 1057–1071. https://doi.org/10.1007/s10639-018-9815-2
- Wang, K., Zhang, L., & Ye, L. (2021). A nationwide survey of online teaching strategies in dental education in China. Journal of Dental Education, 85(2), 128–134. https://doi.org/10.1002/jdd.12413
- Zalavra, E., & Papanikolaou, K. (2018). Supporting the learning design process: Insights into pre-service teachers’ perceptions. In European Conference on E-Learning, Academic Conferences International Limited (pp. 620–629).