M. Peñafiel1, S. Luján-Mora2, S. Vásquez1, J. Zaldumbide1, A. Cevallos1, D. Vásquez3

1Escuela Politécnica Nacional (ECUADOR)
2University of Alicante (SPAIN)
The Capability Maturity Model (CMM) provides a conceptual framework for improving the management and development of software products in a disciplined and consistent manner, leading to the production of successful software products. The CMM identifies the characteristics of an effective software process. However, the institution addresses all the issues essential to a successful project in terms of people and technology, as well as the process. Maturity models, instead of specifying a checklist or hierarchy of "right" activities, work to transform the institution's ability to actively and continually identify its own priorities, ensure the quality standards and enact systems that support continuous improvement.

Based on these guidelines, the Online Learning Maturity Model (eMM) offers a quality improvement framework for the implementation of e-learning, whose objective is to help institutional leaders assess the maturity of their institutions in terms of e-learning. This model emerged from the need for leadership, guidance, and vision in the implementation of e-learning that provides quality education for students and, at the same time, is sustainable for institutions in the long-term.

E-learning is no longer just a tool for the teaching-learning process in educational institutions. It has in fact been a solution for the problem of employee training in companies and institutions in that they are now aware of the benefits that can be derived from it. Due to the success of this model, this research considers the application of the eMM model for e-learning, in order to evaluate the current state of e-learning at the National Polytechnic School, the leading university in Ecuador in South America. As part of the work, we propose an adjustment to the model given the context. Improvements are proposed as a result of the work performed.