Abstract:

In recent years, the number of programs based on educational technology (PBET) has increased significantly. The forecasts show a tendency towards the increase in this growth. There are many benefits that educational technology offers and also many elements involved in its proper functioning. Several researchers have shown the benefits of knowing the satisfaction of the users of PBET. Some obtained the information through the application of qualitative instruments, others using quantitative tools. The objective of this research project is to propose a methodology that combines qualitative and quantitative tools to measure the impact of educational technology on its stakeholders. This work describes the different types of PBET, its stakeholders, and their expectations. Additionally, it reviews the studies currently describing the level of customer satisfaction and the impact of PBET. Finally, it identifies the areas of opportunity in the existing methodologies.

For this research, a quantitative inquiry was conducted through the application of surveys to eighty users of PBET (students or professors who teach this type of courses), also complemented with qualitative tools, such as in-depth interviews (applied to employers of graduates of PBET and professors of this type of course) and focus groups (made to designers and distributors of PBTE).

Some of the results that the investigation showed are the following:
Among the main motivations that the interviewees mentioned to study or teach courses or PBET are the following:
- The opportunity to grow and pursue professional development.
- The practicality of studying or teaching courses (almost) anywhere
- The pursue of an educational trend.
- The invitation to their institution to participate in this type of education.

Among the main advantages of studying or teaching courses or programs based on Educational Technology compared to traditional courses are:
- The practicality of giving courses or receiving them in any place where they have an Internet connection.
- The possibility of offering courses and programs to people anywhere in the world.
- The impact and scope that this type of education can achieve.
- The impact that this proposal has, is based on the number of PBETs that currently exist.

According to data from the Mexican Institute of Statistics, Geography, and Informatics published in 2014, 36.7% of Internet users in Mexico mentioned using their web connection to support their training or education. Hence the importance of having tools that offer relevant information for the design, implementation, and improvement of PBET. The implementation of the proposed methodology offers the opportunity to explore the motivations of all those involved in PBET. It gives the possibility of generating statistical data, such as those produced by surveys, it helps to deepen subjective aspects such as the motivation and perception of stakeholders. Therefore, it is recommended that the perspective of all the customers of PBET be used, not only of the students of those programs. What those who design and who teach these courses think is fundamental to be able to know the infrastructure they need to be able to achieve the teaching-learning process effectively. Finally, it is proposed to have contact with companies and employers of graduates of PBET to know the development they are having in the labor field and to know what they need from the graduates of these courses, to prepare them in the best

Keywords:

Educational Technology, Programs Based on Educational Technology (PBET), Education Stakeholders, Impact Assessment Methodologies.