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RESEARCH ARTICLE | JANUARY 22 2024
Model for implementing low-cost E-learning in public and
private schools in times of Covid-19 
Miryan Cosme; Wilver Auccahuasi ; Lucas Herrera; Nelwi Báez; Patricia del Pilar Díaz Gamarra;
Verónica Tello; Edith Neglia; Wilson Marín; Martha Avilés
AIP Conf. Proc. 2512, 020030 (2024)
https://doi.org/10.1063/5.0117800
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January
2024
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2. Model for Implementing Low-Cost E-Learning in Public
and Private Schools in Times of Covid-19
Miryan Cosme1, a)
, Wilver Auccahuasi 2, b)
, Lucas Herrera 3, c)
, Nelwi Báez 4, d)
,
Patricia del Pilar Díaz Gamarra 5, e)
, Verónica Tello 5, f)
, Edith Neglia 6, g)
, Wilson
Marín 5, h)
and Martha Avilés 1, i)
1
National University of San Marcos, Lima, Peru
2
Northern Private University, Lima, Peru
3
Continental University. Lima, Peru
4
Innova Scientific, Lima, Peru
5
Cesar Vallejo University, Lima, Peru
6
Southern Scientific University, Lima, Peru
a)
mcosme@unmsm.edu.pe
b)
wilver.auccahuasi@upn.edu.pe
c)
lherrera@continental.edu.pe.edu.pe
d)
nbaez@is.edu.pe
e)
pdiaz@ucv.edu.pe
f)
vtello@ucv.edu.pe
g)
eneglia@cientifica.edu.pe
h)
wmarin@ucv.edu.pe
i)
maviles@ucv.edu.pe
b)
Corresponding author: wilver.auccahuasi@upn.edu.pe
Abstract. During the Covid-19 pandemic, problems related to the virtual teaching process were evidenced, generating
complaints or inconveniences from students and parents who are not satisfied with the strategies used by teachers to
impart educational content and achieve meaningful learning. By analyzing the strategies through direct observation of
this process in several schools in Lima and one in the province, it was possible to establish a model as a low-cost virtual
teaching proposal. This research proposes a virtual learning script using free tools to implement virtual educational
platforms that meet the essential objective of learning, evaluation and consolidation of information in a single
environment in an intuitive and orderly manner.
Keywords. Educational platforms, teaching, virtual, free tools.
INTRODUCTION
The pandemic that has been generated by the COVID-19 virus has affected every area of life and education does
not escape from it, the social distancing that has been generated by the virus.
International Conference on Signal Processing & Communication Engineering Systems
AIP Conf. Proc. 2512, 020030-1–020030-13; https://doi.org/10.1063/5.0117800
Published by AIP Publishing. 978-0-7354-4748-6/$30.00
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3. Education has undergone changes worldwide, such is the case of Ecuador as a measure has established a form of
learning through the Educa Platform that has online and television availability. [3]. In other parts of the world such
as Australia, Belgium, Cyprus, Ireland and the Netherlands, mobile learning has been implemented based on 21
principles [9]. Arabs addressed distance education through posts on social networks [1]. In Mexico there is a high
population of students with low economic resources and educational backwardness with a latent educational gap.
[11]. Remote education platforms can minimize mental health risks for students, especially those who come from
minority or disadvantaged groups and therefore require additional, personalized support distinct from the general
population or medical professionals. [8].
Since March 2020, social isolation regulations were issued by the Peruvian government to ensure the safety and
health of the general population, in view of this, the Ministry of Education (MINEDU) established a supreme decree
Nª006-2020 that establishes measures to ensure the continuity of the educational service within the framework of
preventive actions to avoid the spread of the virus. [7].
It also established measures for public schools with the "I learn at home" plan and for private schools by
approving the Technical Standard called "Provisions for the provision of basic education services by privately
managed educational institutions, within the framework of the health emergency for the prevention and control of
COVID-19". VICE-MINISTERIAL RESOLUTION N° 090-2020-MINEDU [12].
In view of the above, traditional face-to-face teaching was affected and students, teachers and parents found
themselves in a virtual limbo to adapt quickly to a modality for which they were not prepared and did not want to
prosper, but in view of the current threat of the virus they should become aware and make their paradigms more
flexible so that their sons and daughters would not lose the school year.
The efficiency of the traditional system was already more than proven by all the entities involved in the teaching
process and they felt comfortable with that modality. Now all this system is inactive and a modality arises that
although it is true that it is not new, for those involved in the distance education process in Lima it is, especially in
public and private schools that do not have the economic resources to have a virtual educational platform. Before the
pandemic, Virtual Education was framed in the use of new technologies, towards the development of alternative
methodologies for the learning of students of special populations that are limited by their geographic location, the
quality of teaching and the time available [2].
This year Virtual Education is established as the modality of common access to education at all levels to
continue studies and avoid further contagion, incorporating the elements of information and communication
technologies (ICTs) that everyone used to handle independently and without apparent formality.
Information technologies are those tools that facilitate the sharing of information, reinforce the learning process
and provide synchronous or asynchronous feedback between parents, students and teachers. [6].
It is also important to mention that it is highly significant that virtual education, well managed and applied, can
offer excellent results to the new generation that is educated in it and for this reason this research seeks to outline
those parameters to be followed to support education in these difficult times with the use of free tools that lower
costs and are accessible to educational institutions that have small and medium-sized student enrollment. In this way
their cost structure is not affected in acquiring hardware and software and can ensure the continuity of educational
service.
MATERIALS AND METHODS
A model based on free tools and platforms with cloud hosting is proposed, for which the following technical
hardware and software requirements are established.
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4. Table 1: Technical requirements of the model
It is necessary to mention that the aforementioned requirements are unified in a single environment called
"Educational Platform" to achieve the main objective that students assimilate and reinforce the learning of
educational content using the resources they have at home such as a cell phone with internet connection, a PC or a
laptop.
Regarding software requirements, the researchers consider it essential to have these free registration and
licensing options in order to lower implementation costs.
Cost
To identify the costs associated with the model, the following indicators were determined.
Table 2: Costs
Dimension Indicators
Costs - Internet connection
-Learning management system
-Platform administrator
The aforementioned indicators were investigated, analyzed and the following results were obtained to implement
the architecture of the model.
Table 3: Residential Internet and Mobile Phone Provider Costs
Indicators Supplier Costs $
Internet
connection
CLARO
MOVISTAR
ENTEL
BITEL
23.05
Once the most appropriate connection plan has been selected, it is possible to establish the most cost that the user
of the model will have, and this will depend on his economic capacity and the desired connection speed.
Technical Requirements
Software - Internet
- Learning Management System
- Cloud Storage
- Videoconferencing tool
- Email and e-mail
Hardware - Computer
- Mobile Phone
- Camera
- Microphone
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5. It is necessary to mention that if the user wishes to minimize this cost, he/she should locate a free WI-FI
connection point to access the platform and download the instructional resources, videos and other compendium of
activities generated by the teacher.
In order to evaluate the following Learning Management System indicator, the following were analyzed:
Table 4: Learning Management System
Indicators LMS Costs $
Learning
Management
System
MOODLE
CHAMILO
EDMODO
CANVAS
DOKEOS
BLACKBOARD
2000.00
3325.00
0.00
15000.00
819.90
7800.00
.
When analyzing the technical and functional requirements of the LMS mentioned in Table 4, it is found that
most of them need a robust server, pay for web hosting and hosting, a programmer or pay a company to provide the
service already installed with hosting and hosting, which involves a high expense for the cost structure of the
schools. In the case of Moodle, only the price of hosting up to 1000 users is considered. [15]. The cost of Chamilo
includes also for 1000 users [13]. For CANVAS the cost per user is $15 per 1000 users. [4]. To implement
DOKEOS costs 81.99 euros per month over 12 months, which would be 819.9 dollars. [14]. The cost of Blackboard
for 1,000 users is $650 per month. [10]
For this reason, the researchers selected the Edmodo platform, which is a technological, social, educational and
free platform that allows communication between students and teachers in a closed and private environment in the
form of microblogging, created in 2008 by Nic Borg, Crystal Hutter, Jeff O'Hara. For more information visit
www.edmodo.com [5].
Table 5: Platform Administrator
Indicators Quantity Costs $
Learning
Management
System
1 258.33
The researchers consider it necessary to have the endorsement of a platform administrator to help manage
everything inherent to the technical part, but if the school wants to minimize this cost, the administration of the
platform can be in charge of the school director or teacher related to the technological area without this involving an
additional payment, all this of course after having obtained the technical training to manage the educational
platform.
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6. Model for implementing low-cost e-learning in public and private schools in times of
covid-19
After analyzing and establishing the technical and functional guidelines of the platform, in order to implement an
educational platform at a low investment cost for public and private schools, the specific requirements shown in the
figure 1 below must be consolidated in a single virtual environment.
FIGURE 1. Proposal software requirements.
Figure 1 shows the components evaluated by the researchers for the proposal: Use the Edmodo educational
platform as a content manager since it does not generate licensing, hosting or hosting costs. In addition to having
technical support and all the functional characteristics needed to generate interactivity in the virtual teaching
process.
All these components are designed to achieve a friendly and easy to use environment for all those involved,
whether they are students, parents or teachers, by having an intuitive interface similar to the social network
Facebook.
In addition to using edmodo, other elements are added such as videoconferencing programs or tools such as
zoom and cisco webex in their free versions. The choice of these tools depends on the number of participants to be
connected to the meeting room and the time scheduled for the class. The free version of zoom has a limit of 100
participants and the duration is 40 minutes per session, in addition to the options for scheduling a meeting is every
30 minutes, i.e. you can only select connection times for example 4:00, next available time 4:30 and so on.
In relation to Cisco Webex in its free version has no limit of participants in the meeting and has a time limit of
50 minutes per session from July 1, 2020.
After selecting the most appropriate option according to the requirements of the organizer of the virtual class
session, we proceed to share the link to join the meeting through the Edmodo platform, which was organized in such
a way that the school administrator can visualize all grades and their subjects.
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7. FIGURE 2. Grades environment of the educational platform. Platform administrator view.
Once the classrooms for each year of study have been created on the platform, the courses are created and sorted
alphabetically by the system.
FIGURE 3. Educational platform subject environment. Platform administrator view.
To organize the different videos generated by teachers, the researchers recommend using cloud storage such as
Dropbox, one drive or google drive, to mention a few. In this repository folders identified by grades are organized
where each teacher can store these videos, generate the link to share and paste on the platform thus integrating
another component to the environment, this way the teacher can have more space on your hard drive as it will not
occupy physical space on your device.
The e-mail account element is used to register for free in the edmodo platform and to which all messages,
publications and interaction generated within the platform will be sent.
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8. Model of pedagogical strategy to be implemented on the platform
Reference is made in this part of the research to the pedagogical proposal to be implemented within the
educational platform contained in a series of stages, where the first point to promote among teachers who will use
the educational platform are the qualities to possess or be willing to possess to achieve learning in students. See
figure 4.
FIGURE 4. Qualities of the virtual teacher.
The proposed strategy establishes several stages to be considered:
1. Before starting the class
2. Beginning of class
3. Development
4. Closing of the class
5. Post video of the class or tutorial.
6. Academic reinforcement using free gamification tools.
Figure 5 shows what the teacher should consider before starting the virtual class, where Internet connectivity and
the good condition of the multimedia equipment to be used (camera, video) should be guaranteed.
FIGURE 5. Teacher considerations prior to the start of clases.
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9. FIGURE 6. Before starting the class.
This stage also includes what is described in figure 5, such as establishing all the activities to be carried out
online, either synchronously or asynchronously, defining dates for evaluations, assignments, indicating to the
student the schedule for real-time counseling and, very importantly, generating the virtual class script to avoid
improvising and causing long waiting times for the students.
It is recommended to make known the rules of coexistence and Netiquete that will govern all class sessions. See
figure 7.
.
FIGURE 7. Rules before starting the class.
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10. The Beginning of classes stage defines the guidelines to be followed in figure 8, assigning greater importance to
the diagnostic evaluation, either in written form (using the tool to create evaluations on the platform) or orally
(brainstorming).
FIGURE 8. Beginning of classes.
FIGURE 9. Shows part of the development stage of the proposed e-learning methodology.
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11. At this stage, the first step is to identify the title of the content to be taught in that class session, what are the
learning objectives, then a brief introduction to the topic with a video, reading or case study that motivates the
student to stay connected to learning, the student is always pending to take notes, in this case the modality should be
indicated where you can find the instructional resource that supports learning. Continuing with the development of
the class in real time, pauses should be given to measure what has been learned and to emphasize the important
points of the content..
Figure 10 completes the development stage of the class, where great importance is given to encouraging
feedback between the teacher and the student by asking open questions to measure the level of assimilation of the
content taught and to see if it is necessary to reinforce or repeat any point.
FIGURE 10. Continuation of the Development Stage of the proposed methodology.
For the closing of the class it is recommended to follow the guidelines in Figure 11 and 12, this closing can be
done by chat, videoconference or by using a collaborative resource that allows consolidating the opinions expressed
by the students, such as a collaborative wall or a shared concept map.
FIGURE 11. Closing stage of the proposed methodology.
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12. FIGURE 12. Continuation of the Closing Stage of the proposed methodology.
It is necessary to mention that the closure proposal must be in accordance with the type of connection used for
the class, i.e. whether it was synchronous or asynchronous.
RESULTS
The analysis of the results was carried out taking as a pilot the Isaac Newton school to implement both the
physical structure of the platform and the pedagogical part, taking as a reference the data obtained from the virtual
performance evaluation of the teachers, a 90% satisfaction of the teachers was obtained. parents. The other 10%
stated that they were not predisposed to the change of modality. Before implementing the model, a question was
asked to the teachers; If they had previously developed remote classes, 100% of teachers answered no, it was also
asked if they had knowledge about the use of ICTs, 10% answered they had no knowledge, another 10% if they had
moderate knowledge and 18% considered themselves highly knowledgeable about Tics. Considering this result, 11
workshop-type trainings were scheduled to teach the model, of which 100% attended the trainings either
synchronous or asynchronous. The model was implemented in the month of March one week before the start of
classes using; EDMODO as a Content Management System, Dropbox as a cloud storage medium to save the
recorded synchronous classes, as well as google drive. 11 classrooms were created corresponding to primary and
secondary; where each classroom had implementing the curricular experiences that correspond to the areas of study
such as Social Personnel, Physical Education, Communication, Art and Culture, English, Mathematics, Science and
Technology and Religious Education. There have been 38 teachers who implemented in each of their curricular
experiences the six stages of the strategy with emphasis on the beginning, development and closure of each of the
class sessions, 100% of teachers implemented technological resources for interactive classes, the 100% of students
who maintained their enrollment used the EDMODO Platform to turn in assignments, take exams, join the video
conference class, and read the announcements.
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13. FIGURE 13. Model implementation trend.
As can be seen in the curve, we see that the highest has been in the month of April, which is the start of classes;
with a tendency to decrease throughout the academic period, this result is obtained by the consultations made to
teachers about the difficulty of using the Platform in the registration of assignments, announcements, evaluations,
progress book; as well as the implementation of the model: Class design. The student was asked questions about
difficulties in submitting assignments, taking exams, reading announcements, attending his video conference,
accessing resources. Like any new model at the beginning, which is the adaptation and learning stage, it is seen that
from the consultation with the teachers there were 38 who in the month of April had difficulty with the EDMODO
platform, for the month of May 5 teachers had some difficulty with a tendency to decrease to zero. The difficulties
presented have been due to connectivity when scheduling assignments or evaluations. Regarding the question about
the use of the model, 20 teachers presented difficulty at the beginning of classes; In the second month, there is a
reduction, only 5 teachers present some difficulty in the design of the session, in the month of June only one teacher
presented difficulty, the tendency to decrease was exceeded by the workshops carried out, then the tendency
becomes zero due to the Confidence in the management that the teacher acquires as he uses each of the resources
and the model.
CONCLUSION
Through this research, the authors intend to disseminate a virtual pedagogical strategy in real time (synchronous)
supported by an educational platform of free registration and hosting in the cloud that does not generate additional
costs to public and private schools. In addition to integrating other free tools that serve to impart learning in a
different way.
There is no methodology that enjoys credibility and legitimacy by experts in the e-learning area, so this
methodology is proposed to be effective and to achieve the learning objective.
The results of the study managed to characterize a virtual teaching model, making use of the proposed
methodology in its different phases. The analysis of the results was carried out in the SPSS program to generate the
percentages issued in this study. Finally, a comparative analysis was made with other schools.
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