Abstract

The goal of this research is to analyze the factors that mediate the success of the use of online learning support platforms, based on the perceptions of a focus group of university professors, with a qualitative methodological approach. The sample consisted of 11 mathematics professors who taught three subjects to 9 240 incoming students, during seven semesters between 2018 and 2021. Through open coding, 17 factors were identified that mediate the success of the online learning support platform. Through axial coding, 5 categories were determined that summarize the relationships between the different factors, namely: obstacles, impediments that teachers must face when teaching; teacher contribution, factors that indicate the added value that teachers find in the classroom from the implementation of online training; student, reception given by students to the online training; reinforcement, factors related to the medium used to develop the online training; platform, factors related to the strategy itself and how to improve it. Finally, through selective coding, it was possible to integrate and redefine the central categories, obtaining as a result an implementation model of the online platform, which can explain and contribute to the success of other similar experiences at the university level.