Personal Learning Environmentsas a Key Element in a SOA Architecture with University Educational Services: Integrated and Inclusive
DOI:
https://doi.org/10.67294/w7x3p272Keywords:
Personal Learning Environments, Service-Oriented Architecture, Educational Services, Inclusive EducationAbstract
Currently, higher education institutions (HEIs) must offer dynamic, flexible, comprehensive, and inclusive educational services based on Information and Communication Technologies (ICT) without affecting the architecture of the institutional technological infrastructure. However, at the Autonomous University of Aguascalientes (UAA), there are several ICT-based educational services that are scattered across different servers, accessible only to certain devices and through different applications. This causes these educational services to be underutilized, generating confusion and little interest for students. Methodologically, this study follows the Design Science Research (DSR) paradigm, drawing on a contextual diagnosis based on UAA institutional records regarding its student population, including students with disabilities, and on a limited and random review of specialized literature as the instrument used to conceptually ground and validate the design of the proposed architecture. This article proposes a service-oriented architecture for education based on SOA architecture, incorporating a significant number of educational services, grouped into a single general interface corresponding to each student's personal learning environment (PLE). As an architectural solution that can integrate all the services available from the UAA for its students, also considering the inclusive learning needs of some of them to meet their specific accessibility demands.
References
Aramburu Ceñal, C. M. del P., Pérez Torres, J., & Ortega Rivero, S. (2016). Aula inclusiva… ¿más trabajo? DOCERE, (15), 16–19. https://revistas.uaa.mx/index.php/docere/article/view/1559 DOI: https://doi.org/10.33064/2016docere151559
Archundia-Sierra, E., Cerón-Garnica, C., Rossainz-López, M., Beltrán-Martínez, B., & Garcés-Báez, A. (2021). Análisis de los datos del Entorno Personal de Aprendizaje (PLE): caso de estudio gestión del proceso de aprendizaje ante la contingencia COVID-19. Tecnología Educativa Revista CONAIC, 8(1), 81–90. https://doi.org/10.32671/terc.v8i1.198 DOI: https://doi.org/10.32671/terc.v8i1.198
Brooke, J. (1996). SUS: A “quick and dirty” usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & I. L. McClelland (Eds.), Usability evaluation in industry (pp. 189–194). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.1201/9781498710411-35/sus-quick-dirty-usability-scale-john-brooke
Casquero, O., Portillo, J., Ovelar, R., Benito, M., & Romo, J. (2010). iPLE Network: An integrated eLearning 2.0 architecture from a university’s perspective. Interactive Learning Environments, 18(3), 293–308. https://doi.org/10.1080/10494820.2010.500553 DOI: https://doi.org/10.1080/10494820.2010.500553
CAST. (2024). Universal Design for Learning guidelines version 3.0. https://udlguidelines.cast.org
Chmielewski, J., & Walczak, K. (2012). Application architectures for smart multi-device applications. In Proceedings of the Workshop on Multi-device App Middleware (Article 5, pp. 1–5). ACM. https://doi.org/10.1145/2405172.2405177 DOI: https://doi.org/10.1145/2405172.2405177
Departamento de Estadística Institucional [DEI]. (2020). Estudio de rasgos de la población estudiantil 2019-2020, pregrado. Universidad Autónoma de Aguascalientes. https://esiima.uaa.mx/dgpd/dei/assets/doc/Reportes_Educativos/EE032019.pdf
Departamento de Estadística Institucional [DEI]. (2022). Estudio de rasgos de la población estudiantil 2022-2023, pregrado. Universidad Autónoma de Aguascalientes. https://esiima.uaa.mx/dgpd/dei/assets/doc/Reportes_Educativos/EE032022.pdf
Enríquez-González, J. C., Velázquez-Amador, C. E., Muñoz-Arteaga, J., & Álvarez-Rodríguez, F. J. (2016). EndusCheck: Descripción general del funcionamiento de esta aplicación web para determinar la satisfacción en objetos de aprendizaje dentro del contexto de la teoría de servicios. En M. E. Prieto & S. J. Pech (Eds.), La tecnología como instrumento para potenciar el aprendizaje (pp. 270–277). CIATA.org. https://www.amazon.com.mx/Tecnologia-Como-Instrumento-Potenciar-Aprendizaje/dp/1533431116
Fierro-Saltos, W., Núñez-Jiménez, V., Fierro-Bósquez, M., & Rojas-Sánchez, H. (2020). Aproximación a los estilos de aprendizaje de los estudiantes universitarios con discapacidad. Revista Inclusiones, 7(Núm. especial), 456–481. https://revistainclusiones.org/index.php/inclu/article/view/333
General Data Protection Regulation [GDPR]. (2016). Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC. Official Journal of the European Union, L 119, 1–88. https://eur-lex.europa.eu/eli/reg/2016/679/oj
Hadi, N. K., Abed Hamad, S. H., Abbas, S. J., Ali, G. F., & Maadi, M. M. (2025). Enhancing software reusability in higher education applications through microservices architecture. Journal of Wireless Mobile Networks, Ubiquitous Computing, and Dependable Applications, 16(1), 390–409. https://doi.org/10.58346/JOWUA.2025.I1.024 DOI: https://doi.org/10.58346/JOWUA.2025.I1.024
Isaksson, E., Naeve, A., Lefrère, P., & Wild, F. (2017). Towards a reference architecture for smart and personal learning environments. In E. Popescu et al. (Eds.), Emerging issues in smart learning (pp. 105–113). Springer. https://doi.org/10.1007/978-981-10-2419-1_13 DOI: https://doi.org/10.1007/978-981-10-2419-1_13
Kiy, A., Lucke, U., & Zoerner, D. (2014). An adaptive personal learning environment architecture. In E. Maehle, K. Römer, W. Karl, & E. Tovar (Eds.), Architecture of computing systems – ARCS 2014 (Lecture Notes in Computer Science, Vol. 8350). Springer. https://doi.org/10.1007/978-3-319-04891-8_6 DOI: https://doi.org/10.1007/978-3-319-04891-8_6
Ley General de Protección de Datos Personales en Posesión de Sujetos Obligados [LGPDPPSO]. (2025). Diario Oficial de la Federación, 20 de marzo de 2025 (México). Última reforma publicada el 14 de noviembre de 2025. https://www.diputados.gob.mx/LeyesBiblio/pdf/LGPDPPSO.pdf
Lomellini, A., Lowenthal, P. R., Snelson, C., & Trespalacios, J. H. (2025). Accessible and inclusive online learning in higher education: A review of the literature. Journal of Computing in Higher Education, 37(3), 1306–1329. https://doi.org/10.1007/s12528-024-09424-2 DOI: https://doi.org/10.1007/s12528-024-09424-2
Merla-González, A. E., Madrigal-Lozano, M. M., & Dörfer, C. (2021). El entorno personal de aprendizaje como estrategia asociada con el desarrollo de habilidades de autogestión del aprendizaje en estudiantes de licenciatura en administración. Vinculatégica EFAN, 7(2), 158–170. https://doi.org/10.29105/vtga7.1-92 DOI: https://doi.org/10.29105/vtga7.1-92
Mircea, M. (2012). SOA adoption in higher education: A practical guide to service-oriented virtual learning environment. Procedia – Social and Behavioral Sciences, 31, 218–223. https://doi.org/10.1016/j.sbspro.2011.12.045 DOI: https://doi.org/10.1016/j.sbspro.2011.12.045
Mohd, H., & Abdulmonem, A. (2009). Service oriented architecture in education sector. IJCSNS International Journal of Computer Science and Network Security, 9(5). https://api.semanticscholar.org/CorpusID:67801201
Mudimba, M., & Phiri, J. (2024). Decoupling of heterogeneous systems using the microservices architectural model in higher institutions of learning in Zambia. In R. Silhavy & P. Silhavy (Eds.), Software engineering methods in systems and network systems (CoMeSySo 2023) (Lecture Notes in Networks and Systems, Vol. 934). Springer. https://doi.org/10.1007/978-3-031-54813-0_41 DOI: https://doi.org/10.1007/978-3-031-54813-0_41
Peffers, K., Tuunanen, T., Rothenberger, M. A., & Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3), 45–77. https://doi.org/10.2753/MIS0742-1222240302 DOI: https://doi.org/10.2753/MIS0742-1222240302
Peredo-Valderrama, R., & Peredo-Valderrama, I. (2020). Propuesta de arquitectura basada en componentes de software para el desarrollo de materiales educativos didácticos web bajo el modelo de educación basada en web. Tecnología Educativa Revista CONAIC, 7(1). https://terc.mx/index.php/terc/article/view/9 DOI: https://doi.org/10.32671/terc.v7i1.9
Ramos Gourcy, F. (2011). Plataforma virtual como apoyo para la docencia presencial. Docere, (5), 34–36. https://doi.org/10.33064/2011docere52392 DOI: https://doi.org/10.33064/2011docere52392
Sandoval-Bringas, J., Carreño-León, M., Estrada-Cota, I., Leyva-Carrillo, A., Sandoval-Carreño, A., & Álvarez-Robles, T. (2024). Experience in the use of a technological platform for the transdisciplinary follow-up of university students with some type of condition and/or disability. Tecnología Educativa Revista CONAIC, 11(2). https://www.terc.mx/index.php/terc/article/view/421
Santiago-González, L. F., Huerta-Mendoza, J. C., Mendoza-Luna, Y., Rodríguez-Rodríguez, A. J., Vargas-Requena, D. T., Martínez-Rodríguez, J. L., & Malacara-Navejar, J. G. (2021). Aplicación web basada en el patrón de arquitectura de software Modelo-Vista-Controlador (MVC) para incrementar el desempeño académico en la asignatura de Matemáticas Básicas. Tecnología Educativa Revista CONAIC, 8(1). https://doi.org/10.32671/terc.v8i1.187 DOI: https://doi.org/10.32671/terc.v8i1.187
Sciarretta, E. (2025). Inclusive education: Is applying Web Content Accessibility Guidelines to digital learning materials enough? European Journal of Education, 60(3), Article e70104. https://doi.org/10.1111/ejed.70104 DOI: https://doi.org/10.1111/ejed.70104
Stelea, G. A., Robu, D., & Sandu, F. (2025). AccessiLearnAI: An accessibility-first, AI-powered e-learning platform for inclusive education. Education Sciences, 15(9), Article 1125. https://doi.org/10.3390/educsci15091125 DOI: https://doi.org/10.3390/educsci15091125
United Nations. (n.d.). Goal 4: Quality education. Sustainable Development Goals. Retrieved September 29, 2026, from https://www.un.org/sustainabledevelopment/education/
W3C Web Accessibility Initiative. (2024). Web Content Accessibility Guidelines (WCAG) 2.2. W3C. https://www.w3.org/TR/WCAG22/
Weeden, E. (2023). A model of an accessibility curriculum in higher education. Frontiers in Computer Science, 5, Article 1139350. https://doi.org/10.3389/fcomp.2023.1139350 DOI: https://doi.org/10.3389/fcomp.2023.1139350
World Health Organization & UNICEF. (2022). Global report on assistive technology. World Health Organization. https://www.who.int/publications/i/item/9789240049451
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Julio César Enríquez González, Dr. Jaime Muñoz Arteaga, Dr. Rafael Rojano Cáceres, Dr. César Velázquez Amador (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
