El papel de las tecnologías digitales para garantizar la inclusividad de la Educación a Distancia

Abstract

This study aimed to identify the most relevant articles published between 2018 and the first quarter of 2024 on the quality assessment of LMS platforms at the university level, through a Systematic Literature Review (SLR) of scientific literature, according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, in the Scopus, WOS, and ERIC databases. To this end, 153 publications were initially analyzed, which, after eliminating duplicate citations, were reduced to 144 and applying inclusion and exclusion criteria, resulting in a total of 46 contributions, with the purpose of offering an overview of quality assessment in LMS (Learning Management Platforms). The results reflect the coexistence of various dimensions and criteria that help us understand what a true assessment of the quality of LMS platforms at the university level should be. The discussion focuses on identifying and clarifying the dimensions and criteria for evaluating LMS platforms, their current limitations, and the need to propose future lines of research that include the development of assessment instruments at various universities, broaden the geographic context, analyze organizational impact, examine more variables and external factors, and contextualize them for different virtual environments, in order to foster more inclusive and accessible education.

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