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Instructional Interactions at a Distance versus Institutional Indicators: Migrating from LearningSpace-Lotus Notes to new E-learning Platforms, a Higher Education experience at ITESM-CCM in Mexico City. A case study..
PROCEEDINGS

, Instituto Tecnologico de Estudios Superiores de Monterrey, ITESM-CCM, Mexico

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

One of the most competitive private higher institutions in Mexico, Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM), has implemented for more than 5 years an instructional design e-learning platform (e.g., LearningSpace) to enhance its traditional face-to-face and distance education programs at undergraduate and graduate level. To train almost all the students on the use of LearningSpace or other e-learning platforms has been a huge effort, but to train professors and instructors to develop their own courses using LearningSpace or other e-learning platforms is the most challenging educational experience that this institution has had. ITESM has decided to migrate to new e-learning platforms more suitable, friendly, and flexible. Another important issue that the poster presentation will talk about it will be on how institutional indicators are driven e-learning platforms within ITESM-CCM and affecting its instructional interactions at a distance.

Citation

Mortera-Gutierrez, F. (2003). Instructional Interactions at a Distance versus Institutional Indicators: Migrating from LearningSpace-Lotus Notes to new E-learning Platforms, a Higher Education experience at ITESM-CCM in Mexico City. A case study.. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 900-901). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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