Teachers’ Opinion About Collaborative Virtual Walls and Massive Open Online Course During the COVID-19 Pandemic

Ricardo-Adán Salas-Rueda 1 * , Gustavo De-La-Cruz-Martínez 1, Ana-Libia Eslava-Cervantes 1, Ricardo Castañeda-Martínez 1, Jesús Ramírez-Ortega 1
More Detail
1 Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México, MEXICO
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 12, Issue 1, Article No: e202202. https://doi.org/10.30935/ojcmt/11305
OPEN ACCESS   799 Views   461 Downloads   Published online: 28 Oct 2021
Download Full Text (PDF)


During the COVID-19 pandemic, Mexican universities incorporated technological tools to update the activities of the courses under the distance modality. This quantitative research analyzes the teachers' perception about Collaborative Virtual Walls (CVWs) and Massive Open Online Courses (MOOCs) through data science. The participants are 54 professors from the National Autonomous University of Mexico who completed the International Diploma “Innovation in University Teaching 2021”. The results of machine learning indicate that CVWs and MOOCs positively influence the learning and participation of the students. Likewise, the decision tree technique identifies 4 predictive models about these technological tools. This study recommends the incorporation of ICTs in the educational field because teachers can organize and carry out creative activities under the distance modality. Even universities can include in their strategic planning the incorporation of CVWs and MOOCs in the educational process. The limitations of this research are the sample and analysis about the perception of the teachers in a Mexican university. Therefore, future research can analyze CVWs and MOOCs considering the development of skills and satisfaction of the students in the middle schools, high schools and universities. In conclusion, teachers rely on technological advances such as CVWs and MOOCs to create new school activities under the distance modality and improve the teaching-learning conditions during the COVID-19 pandemic.


Salas-Rueda, R.-A., De-La-Cruz-Martínez, G., Eslava-Cervantes, A.-L., Castañeda-Martínez, R., & Ramírez-Ortega, J. (2022). Teachers’ Opinion About Collaborative Virtual Walls and Massive Open Online Course During the COVID-19 Pandemic. Online Journal of Communication and Media Technologies, 12(1), e202202. https://doi.org/10.30935/ojcmt/11305


  • Annaraud, K., & Singh, D. (2017). Perceptions of hospitality faculty and students of Massive Open Online Courses (MOOCs). Journal of Hospitality & Tourism Education, 29(2), 82-90. https://doi.org/10.1080/10963758.2017.1297714
  • Andrews, D. A., Sekyere, E. O., & Bugarcic, A. (2020). Collaborative active learning activities promote deep learning in a chemistry-biochemistry course. Medical Science Educator, 30, 801-810. https://doi.org/10.1007/s40670-020-00952-x
  • Atiles, J. T., Almodóvar, M., Chavarría-Vargas, A., Dias, M. J., & Zúñiga-León, I. M. (2021). International responses to COVID-19: challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66-78. https://doi.org/10.1080/1350293X.2021.1872674
  • Beneria, A., Arnedo, M., Contreras, S., & Pérez-Carrasco, M. (2020). Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals. BMC Medical Education, 20, 515. https://doi.org/10.1186/s12909-020-02427-4
  • Beriswill, J. E., Bracey, P. S., Sherman-Morris, K., & Huang, K. (2016). Professional development for promoting 21st century skills and common core state standards in foreign language and social studies classrooms. TechTrends, 60, 77-84. https://doi.org/10.1007/s11528-015-0004-5
  • Bergsman, K. C., & Chudler, E. H. (2021). Adapting a neural engineering summer camp for high school students to a fully online experience. Biomedical Engineering Education, 1, 37-42. https://doi.org/10.1007/s43683-020-00011-2
  • Birisci, S., & Kul, E. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
  • Boer, H. D. (2021). COVID-19 in Dutch higher education. Studies in Higher Education, 46(1), 96-106. https://doi.org/10.1080/03075079.2020.1859684
  • Cahoon, A., McGill, S., & Simms, V. (2021). Understanding home education in the context of COVID-19 lockdown. Irish Educational Studies, 40(2), 443-455. https://doi.org/10.1080/03323315.2021.1921010
  • Chandrasinghe, P. C., Siriwardana, R.C., Kumarage, S. K., & Munasinghe, B. N. (2020). A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic. BMC Medical Education, 20, 324 (2020). https://doi.org/10.1186/s12909-020-02236-9
  • Chen, W., Tan, J. S., & Pi, Z. (2021). The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom. International Journal of Computer-Supported Collaborative Learning, 16, 7-35. https://doi.org/10.1007/s11412-021-09338-6
  • Colomo-Magaña, E., Cívico-Ariza, A., Ruiz-Palmero, J., & Sánchez-Rivas, E. (2021). Problematic use of ICTs in trainee teachers during COVID-19: A sex-based analysis. Contemporary Educational Technology, 13(4), ep314. https://doi.org/10.30935/cedtech/10988
  • Colton, J. (2020). Social, innovative and deep: Exploring digital literacies in a year 9 English classroom. Changing English, 27(3), 270-284. https://doi.org/10.1080/1358684X.2020.1766946
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • De-Castaneda, R. R., Valticos, A., Pittet, D., & Flahault, A. (2015). MOOCs (massive online open courses) as innovative tools in education in infection prevention and control: Reflections from the first MOOC on Ebola. Antimicrobial Resistance and Infection Control, 1-16. https://doi.org/10.1186/2047-2994-4-S1-O16
  • De-Witt, D., & Koh, E. H. (2020). Promoting knowledge management processes through an interactive virtual wall in a postgraduate business finance course. Journal of Education for Business, 95(4), 255-262. https://doi.org/10.1080/08832323.2019.1635977
  • Eiland, L. S. (2018). Student perceptions of active-learning strategies utilized in a drugs in pregnancy elective delivered synchronously across multiple campuses. TechTrends, 62, 259-265. https://doi.org/10.1007/s11528-018-0260-2
  • García-Peñalvo, F. J., Vázquez-Ingelmo, A., García-Holgado, A., & Seoane-Pardo, A. M. (2019). Analyzing the usability of the WYRED Platform with undergraduate students to improve its features. Universal Access in the Information Society, 18, 455-468. https://doi.org/10.1007/s10209-019-00672-z
  • Gambari, A. I., Kawu, H., & Falode, O. C. (2018). Impact of virtual laboratory on the achievement of secondary school chemistry students in homogeneous and heterogeneous collaborative environments. Contemporary Educational Technology, 9(3), 246-263. https://doi.org/10.30935/cet.444108
  • Guo, S., & Zhang, G. (2017). Analyzing concept complexity, knowledge ageing and diffusion pattern of Mooc. Scientometrics, 112, 413-430. https://doi.org/10.1007/s11192-017-2385-z
  • Hava, K., & Gelibolu, M. F. (2018). The impact of digital citizenship instruction through flipped classroom model on various variables. Contemporary Educational Technology, 9(4), 390-404. https://doi.org/10.30935/cet.471013
  • Howlett, G., & Waemusa, Z. (2018). Digital native/digital immigrant divide: EFL teachers’ mobile device experiences and practice. Contemporary Educational Technology, 9(4), 374-389. https://doi.org/10.30935/cet.471007
  • Ingulfsen, L., Furberg, A., & Stromme, T. A. (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning, 13, 365-390. https://doi.org/10.1007/s11412-018-9290-1
  • Kilicer, K., Bardakci, S., & Arpaci, I. (2018). Investigation of emerging technology usage characteristics as predictors of innovativeness. Contemporary Educational Technology, 9(3), 225-245. https://doi.org/10.30935/cet.444100
  • Martín-Monje, E., Castrillo, M. D., & Mañana-Rodríguez, J. (2018). Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning, 31(3), 251-272. https://doi.org/10.1080/09588221.2017.1378237
  • Moore, R. L., & Wang, C. (2021). Influence of learner motivational dispositions on MOOC completion. Journal of Computing in Higher Education, 33, 121-134. https://doi.org/10.1007/s12528-020-09258-8
  • Parra, J., Raynor, C., Osanloo, A., & Guillaume, R. O. (2019). (Re)imagining an undergraduate integrating technology with teaching course. TechTrends, 63, 68-78. https://doi.org/10.1007/s11528-018-0362-x
  • Pechenkina, E., Scardamaglia, A., & Gregory, J. (2018). “It’s the combination that works”: Evaluating student experiences with a multi-element blended design in first-year law. Contemporary Educational Technology, 9(4), 405-422. https://doi.org/10.30935/cet.471019
  • Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., & Delgado-Kloos, C. (2017). H-MOOC framework: Reusing MOOCs for hybrid education. Journal of Computing in Higher Education, 29, 47-64. https://doi.org/10.1007/s12528-017-9133-5
  • Pottier, E., Boulanouar, L., Bertrand, M., & Estrade, A. (2020). A MOOC about bariatric surgery improves knowledge and promotes patients’ soft skills. Obesity Surgery, 30, 1600-1604. https://doi.org/10.1007/s11695-019-04143-5
  • Salas-Rueda, R. A. (2021). Students' perception of the design and usability of the Digital Game for the teaching-learning process about Electronics version 1.0. Revista Electrónica sobre Ciencia, Tecnología y Sociedad, 8(15), 1-15.
  • Salas-Rueda, R. A., De-La-Cruz-Martínez, G., Alvarado-Zamorano, C., & Gamboa-Rodríguez, F. (2020). Mobile devices and collaborative wall: Media to innovate the teaching learning process on social sciences? Meta: Avaliacao, 12(36), 601-624.
  • Salas-Rueda, R. A., Ramírez-Ortega, J., & Eslava-Cervantes, A. L. (2021). Use of the collaborative wall to improve the teaching-learning conditions in the bachelor of visual arts. Contemporary Educational Technology, 13(1), ep286. https://doi.org/10.30935/cedtech/8711
  • Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431-562. https://doi.org/10.1080/09639284.2020.1808487
  • Stockleben, B., Thayne, M., Jaminki, S., & Haukijarvi, I. (2017). Towards a framework for creative online collaboration: A research on challenges and context. Education and Information Technologies, 22, 575-597. https://doi.org/10.1007/s10639-016-9483-z
  • Taranto, E., Robutti, O., & Arzarello, F. (2020). Learning within MOOCs for mathematics teacher education. ZDM Mathematics Education, 52, 1439-1453. https://doi.org/10.1007/s11858-020-01178-2
  • Zhong, Y. Y., Busser, J., Shapoval, V., & Murphy, K. (2021). Hospitality and tourism student engagement and hope during the COVID-19 pandemic. Journal of Hospitality & Tourism Education, 33(3), 194-206. https://doi.org/10.1080/10963758.2021.1907197
  • Zhu, M., Sari, A. R., & Lee, M. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development, 68, 1685-1710. https://doi.org/10.1007/s11423-020-09798-x
  • Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127-1142. https://doi.org/10.1080/10494820.2018.1495654
  • Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 students’ online learning experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16, 1-30. https://doi.org/10.1007/s11516-021-0001-8