Effectiveness of virtual learning environments (VLEs) in higher education
DOI:
https://doi.org/10.71068/mvhmjc11Keywords:
virtual learning environments, higher education, educational effectiveness, instructional designAbstract
The expansion of Virtual Learning Environments (VLEs) significantly transformed academic dynamics in Mexican higher education, particularly within hybrid and online modalities. Within this framework, the study aimed to analyze the effectiveness of VLEs in higher education by examining the relationship among teaching presence, social interaction, instructional organization, and students’ perceived learning. A mixed-method approach with a non-experimental and explanatory design was implemented. A structured Likert-scale questionnaire was administered to 384 undergraduate students, and semi-structured interviews were conducted with 12 faculty members. Quantitative data were tabulated and analyzed using SPSS version 27 through descriptive statistics and correlational analysis, while qualitative data were examined using thematic analysis. Results showed that most students positively perceived the effectiveness of VLEs, particularly highlighting teaching presence and course organization. Faculty interviews confirmed that effectiveness depended on pedagogical planning and digital competence. It was concluded that VLEs were effective when integrated with coherent instructional strategies and systematic academic support.
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