Transformación digital y entornos virtuales: Análisis comparativo de su implementación e implicancias organizacionales

Enrique Carlos Bombelli

doi:10.48204/synergia.v5n2.11571

Submitted October 28, 2026

Published 2026-10-29

Artículos

Vol. 5 No. 2 (2026): Synergía

Digital transformation and virtual environments: Comparative analysis of their implementation and organizational implications

Enrique Carlos Bombelli⁺⁻

DOI https://doi.org/10.48204/synergia.v5n2.11571

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DOI: 10.48204/synergia.v5n2.11571

Published: 2026-10-29

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Bombelli, E. C. (2026). Digital transformation and virtual environments: Comparative analysis of their implementation and organizational implications. Synergía, 5(2), 89–107. https://doi.org/10.48204/synergia.v5n2.11571

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

Digital transformation has reshaped the organizational and pedagogical dynamics of educational institutions through the expansion of Virtual Learning Environments (VLEs). However, their incorporation often stems from accessibility and technological familiarity rather than strategic decisions. This paper analyzes, through an institutional coupling lens, how different organizational cultures assimilate the implementation of various VLEs and their management implications. The research followed a qualitative-interpretative approach with a comparative multiple case design. The sample, selected through a non-probability purposive and theoretical convenience sampling, consisted of 162 participants (4 directors of technology areas, 8 computer science teachers, and 150 students) from three Argentine institutions: FAUBA (Moodle), ITLM (Chamilo), and ISPJVG (E-ducativa and Google Classroom). The findings demonstrate that VLE effectiveness depends on the alignment between pedagogical design and management decisions, revealing a critical tension between the technological sovereignty of institutional platforms and the operational convenience of global ecosystems. It is concluded that the main contribution of this research lies in operationalizing the category of institutional coupling as an analytical tool for technological governance, allowing educational management to transcend mere instrumental adoption and strategically mediate between data sovereignty and ease of use.

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References

Area Moreira, M., & Adell Segura, J. (2009). E-learning: enseñar y aprender en espacios virtuales. En J. De Pablos Pons (Coord.), Tecnología educativa: La formación del profesorado en la era de Internet (pp. 391–424). Aljibe.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
Cabero-Almenara, J. (2006). Bases pedagógicas del e-learning. Revista de Universidad y Sociedad del Conocimiento, 3(1), 1–10. https://www.redalyc.org/pdf/780/78030102.pdf
Ceballos, L. D., Maisonnave, M. A., & Londoño, C. R. B. (2020). Soberanía tecnológica digital en Latinoamérica. Propuestas para el Desarrollo, (IV), 151–167. https://propuestasparaeldesarrollo.com/index.php/ppd/article/view/108
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, 1–26. https://doi.org/10.14201/eks.23013
Google. (s. f.). Google Workspace for Education overview. Google Workspace Knowledge Center. https://knowledge.workspace.google.com/admin/getting-started/editions/google-workspace-for-education-overview
Guerra González, J. T., Suárez Estrada, M., & Cerratto-Pargman, T. (2022). Construyendo soberanía digital en América Latina: un análisis de las iniciativas de cuatro colectivos sociales. Chasqui. Revista Latinoamericana de Comunicación, 1(149), 227–242. https://doi.org/10.16921/chasqui.v1i149.4628
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Parcerisa, L., Assante, M., & Mominó, J. M. (2024). Soberanía digital y educación: Un vínculo ausente en la literatura. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 22(2), 151–168. https://doi.org/10.15366/reice2024.22.2.009.
Salinas, J. (2012). La investigación ante los desafíos de los escenarios de aprendizaje futuros. RED. Revista de Educación a Distancia, 32, 1–23. https://revistas.um.es/red/article/view/232671
Salvatierra, M., & Kelly, V. (2023). Políticas de inclusión digital educativa en América Latina: avances y desafíos. IIPE UNESCO Oficina para América Latina y el Caribe. https://siteal.iiep.unesco.org/eje/educacion_y_tic
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic. https://doi.org/10.5040/9781474235952
UNESCO. (2020). Ensuring effective distance learning during COVID-19 disruption: Guidance for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375116
van Dijck, J., Poell, T., & de Waal, M. (2018). The platform society: Public values in a connective world. Oxford University Press.
Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Qi, J., Fabian, N., & Haenlein, M. (2021). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research, 122, 889–901. https://doi.org/10.1016/j.jbusres.2019.09.022
Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003
Westerman, G., Bonnet, D., & McAfee, A. (2014). Leading digital: Turning technology into business transformation. Harvard Business Review Press.
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. SAGE.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.

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[1] Area Moreira, M., & Adell Segura, J. (2009). E-learning: enseñar y aprender en espacios virtuales. En J. De Pablos Pons (Coord.), Tecnología educativa: La formación del profesorado en la era de Internet (pp. 391–424). Aljibe.

[2] Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083

[3] Cabero-Almenara, J. (2006). Bases pedagógicas del e-learning. Revista de Universidad y Sociedad del Conocimiento, 3(1), 1–10. https://www.redalyc.org/pdf/780/78030102.pdf

[4] Ceballos, L. D., Maisonnave, M. A., & Londoño, C. R. B. (2020). Soberanía tecnológica digital en Latinoamérica. Propuestas para el Desarrollo, (IV), 151–167. https://propuestasparaeldesarrollo.com/index.php/ppd/article/view/108

[5] García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, 1–26. https://doi.org/10.14201/eks.23013

[6] Google. (s. f.). Google Workspace for Education overview. Google Workspace Knowledge Center. https://knowledge.workspace.google.com/admin/getting-started/editions/google-workspace-for-education-overview

[7] Guerra González, J. T., Suárez Estrada, M., & Cerratto-Pargman, T. (2022). Construyendo soberanía digital en América Latina: un análisis de las iniciativas de cuatro colectivos sociales. Chasqui. Revista Latinoamericana de Comunicación, 1(149), 227–242. https://doi.org/10.16921/chasqui.v1i149.4628

[8] Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

[9] Parcerisa, L., Assante, M., & Mominó, J. M. (2024). Soberanía digital y educación: Un vínculo ausente en la literatura. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 22(2), 151–168. https://doi.org/10.15366/reice2024.22.2.009.

[10] Salinas, J. (2012). La investigación ante los desafíos de los escenarios de aprendizaje futuros. RED. Revista de Educación a Distancia, 32, 1–23. https://revistas.um.es/red/article/view/232671

[11] Salvatierra, M., & Kelly, V. (2023). Políticas de inclusión digital educativa en América Latina: avances y desafíos. IIPE UNESCO Oficina para América Latina y el Caribe. https://siteal.iiep.unesco.org/eje/educacion_y_tic

[12] Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic. https://doi.org/10.5040/9781474235952

[13] UNESCO. (2020). Ensuring effective distance learning during COVID-19 disruption: Guidance for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375116

[14] van Dijck, J., Poell, T., & de Waal, M. (2018). The platform society: Public values in a connective world. Oxford University Press.

[15] Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Qi, J., Fabian, N., & Haenlein, M. (2021). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research, 122, 889–901. https://doi.org/10.1016/j.jbusres.2019.09.022

[16] Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003

[17] Westerman, G., Bonnet, D., & McAfee, A. (2014). Leading digital: Turning technology into business transformation. Harvard Business Review Press.

[18] Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. SAGE.

[19] Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.

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