Systematic Mapping Review of Induction Resources for First-Time Students in Virtual Learning Environments

• Pilar Alexandra Moreno ^[3] ; Juan Olegario Monroy Vásquez ^[4] ; V. Gabriel M. Ramírez ^[1] ; Fernando Moreira ^[2]
  1. [1] Universidad de Medellín

     Universidad de Medellín

     Colombia

     
  2. [2] Universidade de Aveiro

     Universidade de Aveiro

     Vera Cruz, Portugal

     
  3. [3] School of Basic Sciences, Technology, and Engineering, Universidad Nacional Abierta y Distancia, Duitama, Colombia
  4. [4] School of Basic Sciences, Technology, and Engineering, Universidad Nacional Abierta y Distancia, Sogamoso, Colombia

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 20, 2025, págs. 86-95
• Idioma: inglés
• DOI: 10.1109/RITA.2025.3556764
• Texto completo no disponible (Saber más ...)
• Resumen

  • The objective of this study is to conduct a systematic review of the resources used in induction processes for first-year higher education students, with a focus on the use of virtual learning environments. The Kitchenham methodology was followed, evaluating 1,121 papers from databases such as ACM Digital Library, ELIBRO, Google Scholar, IEEE Digital Library, ISI Web of Science, ScienceDirect, Scopus, and Springer Link. In the first phase, 1,021 papers were selected by applying inclusion and exclusion criteria, reducing the set to 99 studies. Subsequently, a quality assessment was performed, considering only documents with a score above 0.9/3.0, resulting in a final selection of 46 papers. These studies provide an overview of the technological tools and pedagogical strategies employed in induction processes. The technological tools were classified into four subcategories: (1) Communication, (2) Didactic interaction media, (3) Learning environments, and (4) Applications. The pedagogical strategies were grouped into (1) Didactic, (2) Mentoring, and (3) Design and arrangement of materials. The systematic review identified and classified the main technological resources and pedagogical strategies used in induction processes for first-year students. These resources, distributed across four technological subcategories and three pedagogical ones, provide a comprehensive overview of the tools used in virtual environments to facilitate students’ adaptation to higher education. The findings offer a solid foundation for the development and implementation of more effective induction programs tailored to student’s current needs.

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