Use of LMS platforms and their impact on the educational accessibility of university students in rural areas with limited connectivity

Abstract

Professional development in all fields requires not only a solid theoretical foundation but also the development of practical, technological, and professional skills that enable students to address situations effectively. In this sense, the research adopted a mixed-methods approach (quantitative and qualitative). The objective was to determine the impact of using Learning Management Systems (LMS) platforms on the educational accessibility of university students in rural areas with limited connectivity. The methodologies used were: bibliographic, analytical/synthetic, inductive/deductive, documentary, descriptive, and the Delphi method. The data collection instruments were interviews and surveys. The results showed that, of the 100% of respondents, 67% indicated that they never use these platforms for their studies, while 33% indicated that they almost never use them. Furthermore, 61% of respondents use a laptop, 14% use a desktop computer, and 25% use a mobile phone to access the platform. It is evident that the support received from the university consists of downloadable materials, selected by 100% of the students. In conclusion, it is clear that there are significant technological and logistical limitations, which represent a major challenge. Therefore, it is essential to develop technological alternatives that adapt to the needs of ULEAM ext. Chone students living in rural areas, thus ensuring inclusive education.