Jorge Joo Nagata, Patricio Humanante Ramos, Miguel Ángel Conde González, José Rafael García-Bermejo Giner and Francisco J. García Peñalvo. University of Salamanca

1. Comparison of the Use of Personal
Learning Environments (PLE) between
students from Chile and Ecuador: An
Approach
• Miguel Ángel Conde González
• José Rafael García-Bermejo Giner
• Francisco José García Peñalvo
• Patricio Humanante Ramos
• Jorge Joo Nagata

2. Index
• Introduction
• Technological context of Chile and Ecuador
• Material and methods
• Results
• Conclusions
• Acknowledgments

3. Introduction
The influence of Web 2.0 technologies in an educational context:
• Content Creation
• Personalization
• Mobility
The current adoption of LMS, respond to traditional educational models
centered on curriculum and is instructor-guided (Saadatmand & Kumpulainen,
2013; Castañeda & Adell, 2013; Conde, Gracía-Peñalvo, Alier & Piguillem, 2012)
The main objective of this research is to find differences in university
educational contexts of Chile and Ecuador about the use of virtual
classrooms as constitutive elements of their PLEs.

4. Technological Context of Chile and Ecuador
CHILE
According to the latest report published by CEPAL in 2011 about
ICT applied to teaching and learning processes:
• 51.8% of households have a desktop computer or, a laptop.
• 40.9% of the population has Internet in their homes.
• 94% of the population has at least one mobile phone
subscription.

5. ECUADOR
According to the latest report published by the National Institute
of Statistics and Census (INEC) about ICT development in the
country:
• 26.4% of households have a desktop computer, while 13.9% have at
least one laptop.
• 35.1% of the population has used the Internet in the last 12 months,
and the 59.8% of them accesses the Internet at least once a day.
• 50.4% of the population has at least one mobile phone subscription,
however only the 12.2% of the phones are smartphones

6. Materials and methods
Quantitative research
Non-experimental study
Transverse or transactional
and descriptive

7. Population and sample
Ecuador Chile
Students of the career of
Informatics Applied to
Education, of National
University of Chimborazo
Ecuador (UNACH) who are
studying in the annual mode
Students of the University of
Educational Science (UMCE) who
study the programs of the Faculty
of History, Geography and
Literature, in a semester mode

8. The use of virtual classrooms and mobile technologies in
general
About the tools for access to information
About the editing tools and disclosure
About social and communication tools
About the relevance of the use of virtual classrooms in the
learning process
Source: Conde, 2012; Humanante Ramos, Conde
González & García-Peñalvo, 2014; Adell &
Castañeda, 2010,2011,2013.

9. Results
Social and personal characteristics of the sample
Surveys by country (85 valid records)

10. Social and personal characteristics of the sample
Age distributions of students surveyed
N = 85
Mean: 22.91 years
Standart desviation: 2.78

11. About using tools to access information

12. About using tools to access information
T test for independent samples and the lateral significance assuming equal variances
in the comparison

13. About editing tools and publication of information

14. About the relationship and communication tools

15. Comparison between countries
T test for independent samples (Nationality – About the relationship
and communication tools)

16. Conclusions
it is important to note that while it is true that the nature of the
investigation can not be reaching generalizations, you can open lines
of research in the field of ICT for teaching and learning processes.
On the use of virtual classrooms, although 36.4% of students polled in
this study, takes advantage of these virtual spaces for activities outside
of university, the majority 63.6%, indicates that the use is strictly
academic.
Those resources exposed in virtual classrooms are considered to be
sufficient by more than 50% of the students surveyed, although they
do not access all of the resources exposed.

17. The programs that are installed on computers work for the students,
are still the most used to accomplish their tasks, they socialized
through virtual classrooms, but an initial use of online tools is also
evident for editing and publishing content (Cloud storage).
We also find that in the general management of the technological
aspects there are no significant differences, which allows inferring the
same level of technological penetration.
Finally, as to whether there are differences in the contexts of using of
PLE among students in Chile and Ecuador, there are no major
differences except for some particular parameters pertaining to the
creation of content modules in each country.

18. Acknowledgments