3 rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development -LEIRD 2023 Quality of service of technological tools for academic management systems in Peruvian educational institution

Full text

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 1
Quality of service of technological tools for academic
management systems in Peruvian educational
institution
Abstract– The objective of this work was to investigate which
are the technological tools most used by school and university
students and to identify how this influence their educational
process. The methodology was quantitative. The instrument used
was a survey using Google Forms. Among the results obtained,
the use of Teams as communication software between students
and teachers stands out. It was also possible to detect that
students use more and more technological tools at school or
university and that these do not necessarily agree with those
recommended by the teacher.
Keywords-- Quality of service, technological tools, academic
management, Peruvian educational institutions.
I. INTRODUCTION (HEADING 1)
"Education is facing a dynamic that requires it to
incorporate the use of ICT in the development of teaching
activities in the classroom. This need implies an innovation
in classroom practices for the appropriation of ICT as
facilitating tools. In order to address the proposed reality, a
case study was carried out in the I.E.D. Rural Quiba Alta that
asked how to manage the use of ICT resources as facilitating
tools in the classroom practices of the teachers of cycle one of
the Rural Quiba Alta? The institution is located in the rural
area of Ciudad Bolivar, Bogotá D.C." [1]
"At the present time educational software around the
world is facing the challenge of using new Information and
Communication Technologies to provide its students with the
necessary tools and knowledge required in the 21st century.
The World Education Report of the (UNESCO, 2004)
indicates that "Teachers and teaching in a changing world",
described the impact of new technologies on traditional
teaching-learning methods, predicting the transformation of
this process and the way teachers access information" [2].
"Since several years ago, the ICT and the educational
paradigms of the state that today are implemented in the
country need a dynamic educational academic control that
provide adequate information in the analysis so that the
results are optimal for the institutions. The school 6069
Pachacútec of Villa el Salvador, does not have a web platform
for the academic control of the students, due to the processes
used in the informative administration of the institution,
several problems were found, where they originated from the
deficiency of communication between the actors of the
educational system." [3]
"In this new society, the use of new information
technologies has become a very useful tool for the
improvement of certain tasks that can be automated in order
to improve indicators such as productivity, efficiency, service,
quality, time, as the main ones. The great usefulness and
adaptability of these technologies have made that their use
has spread to all fields of human activity. One of these fields
is management and being more specific the educational
management and administration; this is how through the
creation of web systems and educational control it is possible
to automate tasks such as reporting in real time the record of
grades of students, their daily attendance, student and
institutional communications, consultation center, claims and
complaints, among other functionalities." [4]
"To determine the causes that provoke dissatisfaction in
the users of the educational institutions in the academic
management. The results obtained showed that most of the
educational institutions show needs in the area of
administration, since many of them stated that they were not
satisfied with the results that the educational centers located
in this region have been providing lately. In order to eradicate
this problem, a system was designed to manage academic
activities and process information in an agile way, in such a
way that both parents and administrative personnel are
satisfied, taking into account the feasibilities for its correct
operation in order to reflect the proposed objectives." [5]
"The most important objective of the integration of ICT
and education is to improve educational quality; this
integration is perceived as an innovation in educational
institutions due to the changes that it originates in
educational processes and in the behavior of its actors." [6]
"These tools for the management of educational projects
with ICT are presented as a guide of proven usefulness for
management teams, technological referents and other school
actors who decide to carry out an innovative process with ICT
in their institutions. The different steps proposed are the
result of an integration: the experience of INTEGRA's
European partners, especially NCTE (Ireland), in the light of
the dynamics of Latin American educational institutions." [7]
The article will be developed based on questions that are
going to be resolved throughout the article, in addition to
presenting the theoretical framework that contains comments
and thoughts of certain authors who have investigated part of
the question posed.
RQ1. What is the impact of the use of technological tools
on academic management systems in educational institutions
in times of COVID-19 pandemic in Lima - Peru?
Digital Object Identifier: (only for full papers, inserted by LEIRD).
ISSN, ISBN: (to be inserted by LEIRD).
DO NOT REMOVE

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 2
RQ2. As a consequence of the impact of the use of
technological tools on the Academic Management Systems in
educational institutions in times of COVID-19 pandemic in
Lima - Peru, is an expansion trend of the business model of
the educational sector expected?
II. THEORETICAL FRAMEWORK
A. Technological tools
"The use of interactive technological tools as a support
for didactics has generated demands for strategies to facilitate
and guide their use in interactive distance education. Faced
with these demands, in 1999 the Universidad de Los Andes
(ULA) created the Coordination of Interactive Distance
Studies, CEIDIS, a unit attached to the academic vice-
rectorate, which has among its functions, the training of
teachers in the area of interactive distance studies, as well as
advice and support to implement programs under this
modality in the most effective way." [8]
"In today's globalized and competitive world, we are
constantly required to use technological tools, because it
allows us to develop and process information faster, so much
so that our young people today apply information and
communication technology more frequently in their daily
lives. Likewise, promote the integration and use of the
application of technological tools in all subjects and
workshops addressing the pedagogical part to provide a new
form of teaching and learning quality." [9]
"Day by day we find infinite possibilities to use various
technological tools, thanks to Web 2.0, as it provides us with
a variety of technological resources easy to use in the
educational process as a complement. When integrating
technology in education we must be aware that it is a gradual
process and is related to various factors, ranging from the
availability of resources to the correct use of the tools when
applying them." [10]
"The use of ICTs constitutes a support tool for learning
and teaching, which is why their implementation in teaching
can constitute not only a methodological resource for the
teacher but also a motivation for students. Thus, the use of
ICTs in education makes learning more flexible, since
students can learn at any time and in any place, since in
recent years the use of the Internet and mobile devices are
within the reach of much of the population, especially in
young students in higher education. Therefore, merging
education with the use of technology allows regions to climb
in global and regional competitiveness indexes, generating
with this the efficient use of available resources for learning."
[10].
B. Academic management
"It is that area of action aimed at facilitating and
improving the training processes provided by higher
education institutions. This includes the definition,
implementation and monitoring of continuous improvement
processes that allow them to respond and anticipate the
training needs of their students, the demands of the
environment, the labor market and public policy." [11]
"This management implies knowledge, skills and
experiences of people about the institution in which they work
and, above all, of the mechanisms and practices used in the
educational task, in line with the institutional educational
model." [12]
"Management plays a vitally important role in the higher
education sector, in order to improve efficiency and
effectiveness indexes, as a contribution to the improvement of
the quality of education. Therefore, one of the competitive
advantages of successful organizations lies not only in the
quality management models they are implementing, but in the
quality of their management" [13].
"It comprises the development of the academic and
institutional management quality, the relevance of its
Educational Model and the administrative support of the
students' academic actions; in coherence with its mission,
vision, policies and mechanisms that guarantee its permanent
improvement.
The quality of academic management implies the
development of a series of actions of great complexity and
responsibility because it must contemplate all foreseeable
aspects in the development of an educational project" [14].
C. Academic management system in educational institutions
"Academic indicators for virtual learning environments
and the creation of an information system that integrates
these indicators...The academic indicators made it possible to
homogenize a large number of parameters present in the
development of virtual classes in order to standardize and
reuse them regardless of the teacher, the subject and even the
institution. The test lasted two academic semesters, the
piloting of the use of the system by the teachers had little
acceptance since the platform promoted by the Universidad de
la Salle is Moodle, the five teachers who used the system did
so because they knew the dimension of the system by having
functionalities that they did not find in the institutional
LMS." [15]
"...satisfy the needs highlighted in the management and
treatment of academic information that periodically takes
place in the Educational Institution "José Dammert Bellido" -
Cajamarca, in order to streamline the processes, treatment
and integrity of the data, which allow maintaining an updated
database that benefits all participating actors of the academic
community" [16].
With the optimization of the multiplatform system at
I.E.P. Jireh, it will be possible to improve academic
management; see grades, monthly and biweekly exams,
workshop schedules and other educational activities in real

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 3
time. This will also help to manage and interrelate with ICT
objectives in modern technological life. [17]
The Activity Scheduling subsystem is part of a
comprehensive administrative, academic and pedagogical
management solution for educational institutions at the
primary, secondary, higher non-university and higher
university levels and aims to provide what is necessary to be
able to facilitate tasks in relation to the scheduling of
activities. [18] The quality of academic management implies
the development of a series of actions of great complexity and
responsibility because it must contemplate all foreseeable
aspects in the development of an educational project" [14].
III. METHODOLOGY
This section details the methodology to be applied for the
collection of information, with the purpose of evaluating and
interpreting research related to the established problems,
thematic area or phenomenon of interest; the objective of
which is to present a reasonable evaluation of a research topic
through the use of a reliable, rigorous and auditable
methodology. Based on this, three points to consider in the
application of the methodology were established.
Search strategy and study selection process.
The search strategy was based on the application of three
research methodologies. The first one was based on searching
for research sources related to the topic to be investigated,
this first methodology will help us to have a better overview
of the technologies that are optimal for the development of
online education through virtual platforms. And thus be able
to evaluate more accurately the academic management that is
being carried out in each of the educational institutions. The
second methodology allowed us to investigate in each of the
educational institutions how online classes are being
conducted in the midst of this pandemic, with the help of the
students of each of these institutions. The third methodology
was based on using a machine learning tool to identify the
trend for a possible globalization of the educational sector
through statistical data obtained in our research.
A. Methodology I
We conducted a search to select related studies, which
served as a basis for our research. These studies were: Jorge
Rodas Silva and Jesennia Cárdenas Cobo.
It was determined to search for research that would
support and guide the research process. The reviews were
carried out to establish empirically the way in which
technological tools have impacted to keep classes in operation
in educational institutions by means of academic management
systems regardless of the distance.
In relation to the search strategy, this involved
determining the sources of information to be searched and the
terms and conditions of the search. The source of information
in which the search was conducted was the Web of Science
electronic database, mainly because of the number of
scientific journals indexed in that platform. To define the
search terms, it was necessary to specify which technological
tools used as academic management systems in educational
institutions would be considered in the review. To determine
the sources, it was necessary to establish certain parameters in
addition to the key variables already mentioned:
• Technological educational tools used in times of
pandemic COVID - 19.
• Optimization of the academic management process.
• Use of technological tools according to the type of
educational institution.
The scope of this systematic review considered the in-
depth review of 20 articles. It was established that if the
sources complied with the above conditions and did not focus
on times of COVID-19 pandemic, we would determine
metrics that would allow us to determine how these
technological tools would have impacted if applied in these
times.
B. Methodology II
The work was carried out through field research since
online surveys were applied to the students of each of the
educational institutions that are part of the sample. It was
descriptive since it allowed identifying the technological tools
used by each of these educational institutions in the academic
management process, determining whether they have
adequate technology to provide the online education service,
through the platforms of the respective institutions.
Delimitation of the population
For the information gathering process, five educational
institutions classified into private and public Universities and
private and public Colleges of Lima - Peru were chosen,
where a descriptive type of research was developed taking as
population the students of each of the educational institutions.
The research began with a visit to the website of each
institution, then we contacted students from each educational
institution where it was demonstrated that they used
precarious technological tools, that they could barely
maintain the online education service, and not all educational
institutions had academic management systems.
Sample

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 4
The research was oriented to the study of four important
components:
• Public universities
• Private universities
• Public schools
• Private schools
In which the students are the ones who provide us with
all the necessary information to determine the satisfaction of
the academic process managed by the respective educational
institution where the student is being educated.
With respect to the size of the sample, 20 educational
institutions were taken as the universe, comprising 5
institutions per type of institution. We determined that we
will elaborate 10 surveys for each institution having a general
sample of 200 students.
Survey Forms
Two types of surveys were carried out in order to answer
the questions of this research.
• Forms focused on the impact of new technologies.
• Forms focused on the global growth trend of the
education market.
Based on the results obtained in the previous
methodologies, we used the Bigml tool in order to predict the
trend of the globalization of the education sector market
according to the opinion of the students of the educational
institutions used as a sample.
.
B. Methodology III Quality Assessment
This evaluation was conducted with the purpose of
verifying the level of detail provided by the articles selected
for review. For this evaluation we asked ourselves questions
that, when answered, will help us to know if the article is of
quality for our research: In the article, did we find at least one
technological tool that has impacted academic management
systems in educational institutions in the times of the
COVID- 19 pandemic? And are there metrics that allow us to
measure and determine if the business model of the
educational sector has the tendency to expand globally as a
result of the benefits brought by the need for the use of
Academic Management Systems in online educational
institutions?
Extraction and analysis process
The extraction and analysis process allowed obtaining
and processing the information of interest for each of the
relevant studies. For each article, data was extracted for its
identification and the information to answer each of the
research questions: Impact of the use of technological tools on
the Academic Management Systems in educational
institutions in times of COVID-19 pandemic and Trend of a
globalized business model of the educational sector that
allows market expansion as a result of the benefits brought by
the need to use Academic Management Systems in online
educational institutions.
IV. RESULTS ANALYSIS
RQ1. What is the impact of the use of technological tools
on the Academic Management Systems in educational
institutions in times of COVID-19 pandemic?
Statistical Results
The results obtained show that the educational
institutions use the Meet tool the most, followed by Zoom,
Teams and Blackboard respectively for conducting their
online classes.
Fig. 1 Impact of the use of technological tools on the Academic
Management Systems in educational institutions in times of COVID-19
pandemic for conducting their online classes.
Note: Comparative graph of the impact of academic management tools in
the field of education for conducting their online classes.
The results obtained show that the educational
institutions use the WhatsApp tool more to share information,
which is evidence of the lack of technological resources in
these institutions. This tool is used in the vast majority of the
schools that are part of the research conducted.

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 5
Fig. 2 Impact of the use of technological tools on the Academic
Management Systems in educational institutions in times of COVID-19
pandemic to share information.
Note: Comparative graph of the impact of academic management tools in
the field of education to share information.
In the elaborated question
How happy are you with the platforms used for distance
learning?
These were the results, which show that at least 68% of
the students are relatively happy with the platforms used for
their virtual classes.
Fig. 3 graph of results for question 1
Note: Comparative graph of the results of the first question.
In the elaborated question
Do you feel that communication is fluid between students
and teachers?
These were the results, which evidenced that at least 62%
of the students consider that there is fluid communication
between students and teachers. Furthermore, in the research it
was possible to visualize that, although some educational
institutions did not have the necessary technological resources
for the realization of their virtual classes, they felt that there
was fluid communication between students and teachers. This
led to the conclusion that communication between students
and teachers did not necessarily depend on a good virtual
platform.
Fig. 4 graph of results for question 2
Note: Comparative graph of the results of the second question.
In the elaborated question
What is your general opinion about distance education?
These were the results, which show that at least 52% of
the students are satisfied with distance education, another
24% are not so satisfied and the other 24% do not like
distance education. The conclusion is that 76% of the
students have adapted to distance education.
Fig. 5 graph of results for question 3
Note: Comparative graph of the results of the third question.
In the elaborated question
How effective has distance learning been for you?
These were the results, which show that at least 77% of
the students consider that distance learning has been effective
to some degree.
The conclusion is that distance learning for certain
subjects is the same as face-to-face learning.

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 6
Fig. 6 graph of results for question 4
Note: Comparative graph of the results of the fourth question.
In the elaborated question
Do you enjoy distance learning?
These were the results, which show that the results in
favor are 53% and against 47%. The conclusion is that the
results are very even, given that there is not the same
interaction as in face-to-face classes.
Fig. 7 graph of results for question 5
Note: Comparative graph of the results of the fifth question.
In the elaborated question
How useful has the School or University been in offering
resources for learning at home?
These were the results, which show that at least 50% of
the students consider that the technological resources used in
their institution have been useful. This negative response is
given in most cases of public schools that do not have the
necessary technological resources.
Fig. 8 graph of results for question 6
Note: Comparative graph of the results of the sixth question.
TABLE I
COMPARISON OF RESEARCH RESULTS VS. RESULTS OF SPANISH-
SPEAKING UNIVERSITIES
Educational Institutions in Research
Spanish speaking universities
19 of the 20 educational institutions,
excluding UPN use a software tool
for online classes and another
software tool for sharing materials.
Each of the universities uses a single
tool for online classes and for sharing
materials.
All educational institutions conduct
classes 100% online
All universities have the option of
taking certain courses online and
others face-to-face, taking
precautionary measures to avoid the
spread of COVID-19.
There are 3 universities that use one of
the platforms (Moodle) used in
Prestigious Spanish- speaking
universities.
There are 2 universities out of the 5
studied that use Moodle platform
Most educational institutions are
happy with the tools they use to
conduct their virtual classes.
Most educational institutions are
happy with the tools they use to
conduct their virtual classes.
Most schools and a minority of
universities in this study do not have
the technological resources to carry
out their virtual classes efficiently.
Universities have quality platforms
to conduct their virtual classes.
The educational institutions do not
have a back-up plan in place should
they have to return to face-to-face
classes.
Universities already conduct face-to-
face classes with the necessary
sanitation measures.
As a result, we conclude that the impact of technological
tools on educational institutions has been, for the most part, a

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 7
competitive advantage that mainly private educational
institutions have been able to take advantage of, given the
financial resources that these institutions have, they have
been able to give a quick response to give continuity to the
business of the educational sector. This point has been key to
not only give continuity to the business, but also to create a
better image for their institution.
In addition, there has been an impact of technological
tools not only nationally, but worldwide, however, focusing
on this study, all institutions have had the need to adapt to the
new business model, in some cases, the responses of the
educational institutions in question have not had a
contingency plan that could adapt to the new situation in
which we find ourselves. However, over time, all the
institutions have adapted to the new "normality" in which we
currently live and have changed the business model by
implementing technological tools that, for the most part, are
not very efficient, having problems in specific cases, such as:
enrollment, hiring of teaching staff, completion of
procedures, among others.
In the results obtained, in addition, we can conclude that
students have not immediately adapted to the new model of
educational training, and more in the cases of institutions that
before the arrival of the COVID-19 pandemic have not
conducted virtual classes. This means that students are not
comfortable with the new type of teaching, since there are
practical courses that must necessarily be taken in person.
Another aspect is that some teachers were not trained for
the new type of teaching, given their limited knowledge of the
use of technological tools currently in use, forcing them to be
trained in order to be able to teach their classes efficiently.
RQ2. As a consequence of the impact of the use of
technological tools on the academic management systems in
educational institutions in times of COVID-19 pandemic in
Lima - Peru, is an expansion trend of the business model of
the educational sector expected?
From the data obtained by the respective questionnaire,
we use the bigml web page, through which we generate a data
model to be able to predict whether or not there is a trend of
global growth in the education sector market. Since, in these
times of pandemic, we saw the need to make use of
information technologies to be able to give continuity to the
business of the educational sector through virtual platforms.
Within the decision tree model, we obtained the optimal
route that allowed us to establish a prediction with 64.57%
reliability and 91.81% probability.
Fig. 9 Decision tree
Note: Comparative graph of the results of the first question.
Fig. 10 Graph of the route with more reliability rate
Note: Optimum route with 64.57% of reliability

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 8
Fig. 10 Graph of the route with more probability rate
Note: Optimal route with 91.81% probability.
According to the results obtained from our research, it
can be concluded that the trend of globalizing the educational
sector market is still slightly distant, due to the lack of
technological resources in certain educational institutions,
especially in educational institutions belonging to the public
sector.
However, our research allows us to affirm that there will
not be a radical change in educational teaching, and by this
we mean that educational institutions will not teach courses
100% online, but there is a tendency that some institutions
will use a hybrid teaching methodology, in which there will
be the possibility of studying certain subjects virtually and
others in person.
V. CONCLUSIONS
Public educational institutions in Lima use more the
Meet platform to conduct online classes and WhatsApp to
share academic work, this is since access is free. This shows
that the State does not invest for the improvement of online
learning as these platforms are not as efficient compared to
others that have more personalized tools for interaction with
students.
The training of teachers is essential to teach virtual
classes since some of them have never used technological
learning tools before. Therefore, this time to adapt for both
teacher and student influenced the quality of student learning
in both public and private institutions.
It has been observed that virtual education has been more
difficult to put into practice in public institutions than in
private ones, since the private ones, having their own capital,
can look for solutions to provide education to young people,
as opposed to the public ones that depend on the State.
Despite all the difficulties that have arisen because of the
COVID 19 pandemic, the entities that provide education
services have been able to adapt, even if not 100%, they have
managed to ensure that students do not lose the year and can
complete their studies and thus be able to move forward.)
VI. RECOMMENDATIONS
The Peruvian state should be more concerned about the
quality of learning in institutions outside of Lima since some
do not conduct online classes due to the lack of technological
equipment to access and even training has not been carried
out to facilitate the use. There are institutions that only use
WhatsApp and coordinate classes through texts, this shows
that the country has a hard time adapting to technological
tools for the good of society.
Universities in their incubation programs encourage the
development of learning platforms, based on quality software
used in other Spanish-speaking countries. These platforms
even have science games for the improvement of children's
education.
More emphasis should be placed on training workshops
for teachers because they are the ones who have the closest
relationship with students and if teachers are not well trained,
they will never be able to ensure that the class they provide
reaches all students.
Universities should have greater control in the use of the
software they are going to use for teachers to teach their
classes, since it depends on them that the students grasp all
the lessons they take and that they will be useful in the future
in a new environment that is no longer academic.
REFERENCES
[1] O. Rincón Rey, “Gestión educativa para el uso de recursos tic como
herramientas facilitadoras en las prácticas de aula de los docentes del ciclo
uno de la I.E.D. Colegio Rural Quiba Alta”, Universidad Libre, Bogotá,
2016.
[2] L. C. Pacheco Sánchez, “Importancia del sofware educativo en la gestión
académica- administrativa de la Unidad Educativa Alonso Veloz Malta”,
Universidad De Guayaquil, Ecuador, 2016.
[3] L. A. Alvarez Santiago y C. A. Damasio Jara, “Propuesta de diseño para
una plataforma web sobre el control académico de los alumnos del quinto
grado de secundaria en el colegio 6069 Pachacútec de Villa el Salvador”,
Universidad Tecnológica del Perú, 2019.
[4] Y. Acevedo, "IMPLEMENTACIÓN DE UN SISTEMA WEB PARA LA
MEJORA DEL PROCESO ADMINISTRATIVO ACADÉMICO DE LA
INSTITUCIÓN EDUCATIVA 'WARIVILCA'." Huancayo, Perú, 2018.
[5] J. Rodas Silva y J. Cárdenas Cobo, “Sistemas de Gestión Digital para
mejorar los procesos académicos en instituciones educativas”, Univ. Cienc.
Tecnol., vol. 18, núm. 73, pp. 143–155, 2014.
[6] W. Moreno y N. Paredes, "La gestión de las TIC y la calidad de la
educación, medida por los resultados de las evaluaciones escolares
estandarizadas." Colombia, 2014.
[7] Integra, "Herramientas para la gestión de proyectos educativos con TIC."
Argentina, 2016.
[8] G. Arias and G. Mora, "La didáctica y las herramientas tecnológicas web en
la educación interactiva a distancia." Venezuela, 2012.

3rd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - LEIRD 2023
Virtual Edition, December 4 – 6, 2023 9
[9] R. Mendoza, "Aplicación de Herramientas Tecnológicas para la enseñanza-
aprendizaje de los estudiantes de la Facultad de Administración de la
Universidad Nacional San Luis Gonzaga." Perú, 2019.
[10]V. Marycarmen, "Herramientas Tecnológicas en la Educación." México,
2017.
[11]C. Plascencia and Beltrán Cruz, 2016. "El uso de las TIC como herramienta
de aprendizaje para alumnos de nivel superior." México.
[12]CNA Chile, "FORMACIÓN EN GESTIÓN ACADÉMICA." Chile, 2018.
[13]A. Flores and M. Castellanos, "Gestión académica en instituciones de
educación superior: reflexiones y experiencias exitosas." Colombia, 2018.
[14]I. Blanco and V. Quesada, "LA GESTIÓN ACADÉMICA, CRITERIO
CLAVE DE LA CALIDAD DE LA GESTIÓN DE LAS
INSTITUCIONES DE EDUCACIÓN SUPERIOR." Colombia, 2016.
[15]Universidad Tecnica del Norte. Gestión Académica. Ecuador. 2017.
[16]G. Ortegón, "Optimización de sistemas de gestión académica. Una propuesta
de gestión, medición y procesamiento de datos en un entorno virtual de
aprendizaje para la toma de decisiones en instituciones educativas." Bogotá,
2017.
[17]J. Coronel, "IMPLEMENTACIÓN DE UN SISTEMA WEB DE
GESTIÓN ACADÉMICA PARA MEJORAR LOS PROCESOS
ACADÉMICOS DE LA INSTITUCIÓN EDUCATIVA 'JOSÉ
DAMMERT BELLIDO-CAJAMARCA'." Cajamarca, Perú, 2018.
[18]R. Esperilla, "Sistema multiplataforma para la optimización del proceso de
gestión académica de la IEP Jireh - Manchay (Pachacamac)”. Lima - Perú,
2019.
[19]J. Flores and L. Puccio. "Sistema de Gestión Académica Subsistema de
Programación de Actividades." Lima. 2006