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Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education: A Preliminary Study

Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education: A Preliminary Study
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Author(s): Julia Espinoza-Guzmán (Instituto Tecnológico de Costa Rica, Cartago, Costa Rica) and Marcela Georgina Gómez Zermeño (Tecnológico de Monterrey, Monterrey, Mexico)
Copyright: 2021
Pages: 14
Source title: Research Anthology on Preparing School Administrators to Lead Quality Education Programs
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3438-0.ch015

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Abstract

The use of information and communication technologies (ICT) in higher education, in many cases, does not necessarily correspond to an organizational, sustainable and consistent initiative in all courses or undergraduate programs imparted. An associated risk is wasting the potential of ICTs to contribute to the quality of education. This is an exploratory-descriptive, mixed methods investigation at Tecnológico de Costa Rica (TEC) to determine the components and factors affecting a Maturity Model (MM). Participants were students, teachers, and institution officials. Results show the components of a maturity model that provides teachers with a roadmap for implementing e-learning in face-to-face, bimodal and virtual courses, advocating for a substantial contribution to the quality of education at a Costa Rican University.

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