Use of ICTs in the educational field

Teaching-learning strategies are undergoing modifications at all educational levels due to the incorporation of technology, inside and outside the classroom (Hendra-Divayana, 2019; Parsons, Inkila, & Lynch, 2019). For example, the use of mobile devices is increasing in face-to-face and distance courses because students can access applications and web platforms at any time and place (Byrne, 2019).

Even smartphones and laptops facilitate the implementation of the flipped classroom in the educational context (Byrne, 2019). In particular, Elmaadaway (2017) organized and carried out several activities before, during, and after the face-to-face session (flipped classroom) on the Blackboard web platform, to facilitate the teaching-learning process about electronics.

The use of technological tools in the educational field improves quality and allows the creation of innovative spaces for teaching and learning (Dewi et al., 2019). In particular, Aldalalah, Ababneh et al. (2019) propose the use of technology (e.g., augmented reality, web platforms, and simulators) to improve students' academic performance and visual thinking during mathematics courses.

In fact, advances in technology allow the creation of new spaces for learning and teaching (Salas-Rueda, 2018). In particular, web platforms make it possible to improve the educational process through content consultation, online questionnaires, and participation in discussion forums (Li et al., 2019).

Use of educational web platforms

Today, web platforms such as Moodle and Edmodo facilitate the planning, organization, and implementation of activities in courses under the Blended learning modality (Hendra-Divayana, 2019). Blended learning is a modality that promotes the performance of various activities at a distance and in the classroom through the use of web platforms (Hendra-Divayana, 2019).

The incorporation of the Edmodo web platform in English courses increases motivation, improves academic performance, and facilitates student communication (Cao & Liu, 2019). Likewise,Hendra-Divayana (2019) proposes the use of the Kelase platform in the Blended learning modality to share the contents of the courses, carry out collaborative activities, improve communication between students, and facilitate participation in discussion forums.

On the other hand, the use of Moodle as a support tool during the teaching-learning process improves the academic performance of students at the basic educational level (Zou et al., 2012). Moodle even positively influences the assimilation of knowledge and facilitates collaborative work (Dias, Hadjileontiadou, Diniz, & Hadjileontiadis, 2017).

Currently, universities are increasing the use of web platforms (e.g., Moodle) to develop students' skills (Cerezo, Sánchez-Santillán, Paule-Ruiz, & Núñez, 2016). In fact, teachers can build new virtual educational environments simply and efficiently through web platforms (Costello, 2013; Elmaadaway, 2017; Yalcin and Kutlu, 2019) (Costello, 2013; Yalcin & Kutlu, 2019). For example, Moodle facilitates interaction and communication between students and the teacher (Chung & Ackerman, 2015). This web platform even allows the development of skills in students (Boloudakis et al., 2018).

In the 21^st century, web platforms are transforming course planning by carrying out various school activities inside and outside the classroom (Hendra-Divayana, 2019; Li et al., 2019). Even the use of web platforms in the educational field favors the development of skills in students and improves the teaching-learning process (Boloudakis et al., 2018; Cerezo et al., 2016; Dias et al., 2017).

Participants

The sample is made up of 27 students who completed Bachelor's degrees in Administration, Commerce, Accounting, and Marketing at a private university in Mexico City, during the 2017 school year.

Procedure

During 10 weeks, the students of the Bachelor's degrees in Administration, Commerce, Accounting, and Marketing used Schoology, to facilitate the elaboration of a scientific article.

Schoology is a web platform that allows the creation and dissemination of course content, lesson design, communication between participants, and evaluation of school activities. This technological application is available at the following web address: https://www.schoology.com/

Figure 1 shows the technological-acceptance model on the use of Schoology in the educational field.

Figure 1. Acceptance model on the use of Schoology.

Source: Self-made.

Ease of use refers to the efficiency in the management of technological tools and applications, and interaction refers to the exchange of information between programs and people. On the other hand, communication refers to the creation of discussion forums and the consultation of materials, collaboration refers to the development of activities, and the active role refers to the participation of students during the educational process.

The hypotheses about the use of Schoology and the communication of the students are:

• Hypothesis 1 (H1): The ease of use in Schoology positively influences the communication of the students during the creation of the scientific article

• Hypothesis 2 (H2): The interaction in Schoology positively influences the communication of the students during the creation of the scientific article

The hypotheses about the use of Schoology and the collaboration of the students are:

• Hypothesis 3 (H3): The ease of use in Schoology positively influences the collaboration of the students during the creation of the scientific article

• Hypothesis 4 (H4): The interaction in Schoology positively influences the collaboration of the students during the creation of the scientific article

The hypotheses about the use of Schoology and the active role of the students are:

• Hypothesis 5 (H5): Ease of use in Schoology positively influences the active role of students during the creation of the scientific article

• Hypothesis 6 (H6): Interaction in Schoology positively influences the active role of students during the creation of the scientific article

Data science identified the following predictive models using the decision tree technique:

• Predictive model 1 about the ease of use in Schoology and the communication of the students during the creation of the scientific article

• Predictive model 2 about the interaction in Schoology and the communication of the students during the creation of the scientific article

• Predictive model 3 about the ease of use in Schoology and the collaboration of the students during the creation of the scientific article

• Predictive model 4 about the interaction in Schoology and the collaboration of the students during the creation of the scientific article

• Predictive model 5 about the ease of use in Schoology and the active role of the students during the creation of the scientific article

• Predictive model 6 about the interaction in Schoology and the active role of the students during the creation of the scientific article

Data analysis

The Rapidminer tool allowed to perform the machine learning calculation (linear regression) to evaluate the hypotheses about the use of Schoology in the Research Workshop subject. Machine learning allowed calculating the linear regression through the training section (60%, 70%, and 80% of the sample) and identifying the accuracy of the linear regression through the evaluation section (40%, 30%, and 20% of the sample).

Likewise, the decision tree technique (data science) allowed the identification of predictive models about the use of Schoology in the educational field, through the Rapidminer tool (See Figure 2).

Source: Self-made using the Rapidminer tool.

Furthermore, the Maxqda software allowed the construction of the word cloud about the use of Schoology in the teaching-learning process.

Data collection

hows the measurement instrument (questionnaire) used to collect information on the impact of Schoology on the Research Workshop subject.

Source : Self-made.

Furthermore, the measurement instrument consists of 4 open questions about the impact, advantages, usefulness, and use of Schoology in the educational field.

Communication during the creation of the scientific article

Schoology facilitates very much (n=12, 44.44%), much (n=10, 37.04%), a little (n=4, 14.81%), and very little (n=1, 3.70%) student communication during the creation of the scientific article (See Table 1).

The results of machine learning with 60% (0.326), 70% (0.302), and 80% (0.257) of training indicate that hypothesis 1 is accepted (See Table 2). Therefore, the ease of use in Schoology positively influences the communication of the students during the creation of the scientific article.

Figure 3 shows predictive model 1 on the impact of Schoology in the educational context. For example, if the student thinks that the ease of use in Schoology influences very much during the learning and is male, then Schoology facilitates very much the communication of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Predictive model 1 has an accuracy of 81.48% and presents 8 conditions on the ease of use in Schoology and communication (See Table 3). For example, if the student thinks that the ease of use in Schoology influences very much during learning and is pursuing a degree in Administration, then Schoology facilitates very much the communication of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

On the other hand, the results of machine learning with 60% (0.326), 70% (0.368), and 80% (0.336) of training indicate that hypothesis 2 is accepted (See Table 2). Therefore, the interaction in Schoology positively influences the communication of the students during the creation of the scientific article.

Figure 4 shows predictive model 2 on the impact of Schoology in the educational context. For example, if the student thinks that the interaction in Schoology influences very much during the learning and studies the career of Commerce, then Schoology facilitates very much the communication of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Predictive model 2 has an accuracy of 74.07% and presents 9 conditions on interaction in Schoology and communication (See Table 4). For example, if the student thinks that the interaction in Schoology influences very much during the learning and studies the career of Accounting, then Schoology facilitates very much the communication of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Collaboration during the creation of the scientific article

Schoology facilitates very much (n = 11, 40.74%), much (n = 10, 37.04%), a little (n = 3, 11.11%), and very little (n = 3, 11.11%) student collaboration during the creation of the scientific article (See Table 1). The results of machine learning with 60% (0.749), 70% (0.649), and 80% (0.542) of training indicate that hypothesis 3 is accepted (See Table 2). Therefore, the ease of use in Schoology positively influences the collaboration of the students during the creation of the scientific article.

Figure 5 shows the predictive model 3 on the impact of Schoology in the educational context. For example, if the student thinks that the ease of use in Schoology influences very much during the learning and studies the career of Marketing, then Schoology facilitates much the collaboration of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Predictive model 3 has an accuracy of 66.67% and presents 8 conditions on the ease of use in Schoology and student collaboration (See Table 5). For example, if the student thinks that the ease of use in Schoology influences much during learning and is studying Administration, then Schoology facilitates much the collaboration of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

On the other hand, the results of machine learning with 60% (0.903), 70% (0.847), and 80% (0.679) of training indicate that hypothesis 4 is accepted (See Table 2). Therefore, the interaction in Schoology positively influences the collaboration of the students during the creation of the scientific article.

Figure 6 shows the predictive model 4 on the impact of Schoology in the educational context. For example, if the student thinks that the interaction in Schoology influences very much during the learning and studies the career of Commerce, then Schoology facilitates very much the collaboration of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Predictive model 4 has an accuracy of 70.37% and presents 11 conditions on the interaction in Schoology and the collaboration of the students (See Table 6). For example, if the student thinks that the interaction in Schoology influences much during the learning and studies the career of Administration, then Schoology facilitates very much the collaboration of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Active role during the creation of the scientific article

Schoology facilitates very much (n=12, 44.44%), much (n=8, 29.63%), little (n=5, 18.52%), and very little (n=2, 7.41%) the active role of students during the creation of the scientific article (See Table 1). Likewise, the results of machine learning with 60% (0.711), 70% (0.739), and 80% (0.521) of training indicate that hypothesis 5 is accepted (See Table 2). Therefore, the ease of use in Schoology positively influences the active role of the students during the creation of the scientific article.

Figure 7 shows the predictive model 5 on the impact of Schoology in the educational context. For example, if the student thinks that the ease of use in Schoology influences much during learning and studies the Marketing career, then Schoology facilitates much the active role of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

The predictive model 5 has an accuracy of 66.67% and presents 9 conditions on the ease of use in Schoology and the active role of the students (See Table 7). For example, if the student thinks that the ease of use in Schoology influences much during learning and studies the career of Administration, then Schoology facilitates much the active role of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

The results of machine learning with 60% (0.634), 70% (0.607), and 80% (0.602) of training indicate that hypothesis 6 is accepted (See Table 2). Therefore, the interaction in Schoology positively influences the active role of the students during the creation of the scientific article.

Figure 8 shows the predictive model 6 on the impact of Schoology in the educational context. For example, if the student thinks that the interaction in Schoology influences very much during the learning and studies the career of Commerce, then Schoology facilitates very much the active role of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Predictive model 6 has an accuracy of 70.37% and presents 11 conditions on the ease of use in Schoology and the active role of students (See Table 8). For example, if the student thinks that the interaction in Schoology influences much during learning and studies the career of Administration, then Schoology facilitates very much the active role of the students during the creation of the scientific article.

Source: Self-made using the Rapidminer tool.

Use of Schoology in the teaching-learning process

Schoology improves the teaching-learning conditions in the Research Workshop subject because this web platform allows information to be consulted and used at any time and place:

“Schoology makes the creation and understanding of homework quite easy” (Student 13, female, 18 years old, Accounting).

“Yes, because it is easier to obtain the contents” (Student 14, male, 18 years old, Marketing).

“Yes, it makes it easier, since everything is uploaded there” (Student 16, female, 18 years old, Commerce).

"It facilitated the assimilation of knowledge because it was easier to remember the activities and there were support works" (Student 18, female, 18 years old, Commerce).

The students of the Research Workshop subject consider that one of the advantages of Schoology in the educational field is the ease and speed of submitting assignments:

“Yes, we no longer suffer from printing assignments” (Student 1, male, 21 years old, Marketing).

“The delivery of homework was faster” (Student 6, female, 17 years old, Accounting).

“It is easier to hand in assignments” (Student 7, male, 19 years old, Accounting).

Another advantage related to the use of Schoology in the educational field is the availability of the information:

“Everything we saw stayed on the platform and that was a great help” (Student 3, male, 19 years old, Administration).

"Yes, it makes it easier to assimilate knowledge because the information is always at your fingertips to review" (Student 5, female, 18 years old, Commerce).

“We could search the content at any time” (Student 6, female, 17 years old, Accounting).

Students of the Bachelor's degrees in Administration, Commerce, Accounting, and Marketing consider that the discussion forums in Schoology facilitate the teaching-learning process:

“I think so. With the discussion forums” (Student 1, male, 21 years old, Marketing).

“Yes, it helped us understand the topics through the discussion forums” (Student 14, male, 18 years old, Marketing).

Likewise, Schoology is an educational web platform that facilitates carrying out school activities:

"We are in a time where technology is essential" (Student 9, male, 18 years old, Commerce).

“Yes, because platforms are not normally used in other subjects” (Student 13, female, 18 years old, Accounting).

“Yes, it is very useful and practical” (Student 16, female, 18 years old, Commerce).

"Yes, because nobody uses this platform" (Student 17, female, 19 years old, Accounting).

The students of the Bachelor's degrees in Administration, Commerce, Accounting, and Marketing think that Schoology is a useful web platform for the teaching-learning process:

“Yes, because that way we can save paper and put technology to good use” (Student 14, male, 18 years old, Marketing).

“Yes, because we can observe the support material” (Student 16, female, 18 years old, Commerce).

“Yes, because from home we could get an idea of what we were going to see in each class” (Student 18, female, 18 years old, Commerce).

Figure 9 shows the word cloud on the use of Schoology in the teaching-learning process. The most common words are teaching, easy, educational, learning, facilitates, forums, assignments, information, platform, web, and discussion.

Source: Self-made.

Student communication

Most of the students (n=12, 44.44%) consider that Schoology facilitates very much communication during the creation of the scientific article. Likewise, the results of machine learning on hypotheses 1 and 2 exceed the value of 0.250, therefore, the ease of use and interaction in Schoology positively influence the communication of the students during the creation of the scientific article.

Predictive models 1 and 2 on the use of Schoology and student communication have an accuracy greater than 74.00%. The decision tree technique identifies 8 conditions in predictive model 1 and 9 conditions in predictive model 2. For example, if the student thinks that the ease of use in Schoology influences very much during learning and is male, then Schoology facilitates very much the communication of the students during the creation of the scientific article.

Student collaboration

Most of the students (n=11, 40.74%) think that Schoology facilitates very much the collaboration during the creation of the scientific article. Likewise, the results of machine learning on hypothesis 3 and hypothesis 4 exceed the value of 0.540, therefore, the ease of use and interaction in Schoology positively influence the collaboration of the students during the creation of the scientific article.

Predictive models 3 and 4 on the use of Schoology and student collaboration have an accuracy greater than 66.60%. The decision tree technique identifies 8 conditions in the predictive model 3 and 11 conditions in the predictive model 4. For example, if the student thinks that interaction in Schoology influences very much during learning and studies the career of Administration, then Schoology facilitates very much the collaboration of the students during the creation of the scientific article.

Active role of students

Most of the students (n=12, 44.44%) consider that Schoology facilitates very much the active role of the students during the creation of the scientific article. Likewise, the results of machine learning on hypotheses 5 and 6 exceed the value of 0.520, therefore, the ease of use and interaction in Schoology positively influence the active role of the students during the creation of the scientific article.

Predictive models 5 and 6 on the use of Schoology and the active role of students have an accuracy greater than 66.60%. The decision tree technique identifies 9 conditions in the predictive model 5 and 11 conditions in the predictive model 6. For example, if the student thinks that the interaction in Schoology influences much during learning and studies the career of Administration, then Schoology facilitates very much the active role of the students during the creation of the scientific article.

Schoology allows modifying the roles of teachers and students during the teaching-learning process. For example, the students of the degrees in Administration, Commerce, Accounting, and Marketing used this web platform to achieve the creation of the scientific article by consulting the information, discussing it in forums, and submitting assignments.

Web platforms play a fundamental role during the planning of courses and carrying out school activities inside and outside the classroom (Boloudakis, Retalis, and Psaromiligkos, 2018; Elmaadaway, 2017; Yalcin and Kutlu, 2019) (Boloudakis et al., 2018; Yalcin & Kutlu, 2019). In particular, educational institutions together with teachers have the opportunity to use Schoology during the teaching-learning process because this educational web platform is free and easy to use.