Aprendizaje Combinado: comparación de programas de formación docente en República Dominicana y Venezuela
Date
Subject
aprendizaje semipresencial
formación de docentes
plataforma digital
aprendizaje en línea
tecnología educacional
blended learning
teacher education
digital platforms
electronic learning
educational technology
formación de docentes
plataforma digital
aprendizaje en línea
tecnología educacional
blended learning
teacher education
digital platforms
electronic learning
educational technology
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El Aprendizaje Combinado permite desarrollar actividades presenciales y virtuales empleando las TIC. El objetivo es comparar el diseño de las aulas virtuales empleadas en programas de formación docente semipresencial de República Dominicana y Venezuela. La investigación es cuantitativa con diseño descriptivo de corte básico. Como técnica se utilizó un cuestionario ad hoc aplicado a una muestra aleatoria simple de 113 aulas virtuales. Los resultados revelan un panorama similar en ambos países. Las aulas presentan: información legible, colores apropiados y consistencia en el uso de íconos, botones y fuentes; también se observa diversidad de recursos, proceso de evaluación en línea y organización secuencial de contenidos. También se identificaron debilidades como la falta de accesibilidad para personas con discapacidad visual y una limitada articulación entre las actividades en línea y presenciales. En conclusión, aunque existen fortalezas, es necesario profundizar la integración con las actividades presenciales para optimizar el proceso de formación.
Blended learning enables the integration of face-to-face and virtual activities through the use of ICT. The purpose is comparing the design of virtual classrooms used in semi-presential teacher training programs in the Dominican Republic and Venezuela. The research is quantitative with a basic descriptive design. An ad hoc questionnaire was used as an instrument, applied to a simple random sample of 113 virtual classrooms. The results reveal similar perspective in both countries. Virtual classrooms feature readable information, color schemes, and consistent use of icons, buttons, and fonts; they also show a diversity of resources, online assessment process, and sequential content organization. Nevertheless, weaknesses were identified, as the lack of accessibility for individuals with visual disabilities and a limited articulation between online and face-to-face activities. In conclusion, while notable strengths were found, deepening the integration of virtual and face-to-face activities is needed to enhance the effectiveness of the training programs.
Blended learning enables the integration of face-to-face and virtual activities through the use of ICT. The purpose is comparing the design of virtual classrooms used in semi-presential teacher training programs in the Dominican Republic and Venezuela. The research is quantitative with a basic descriptive design. An ad hoc questionnaire was used as an instrument, applied to a simple random sample of 113 virtual classrooms. The results reveal similar perspective in both countries. Virtual classrooms feature readable information, color schemes, and consistent use of icons, buttons, and fonts; they also show a diversity of resources, online assessment process, and sequential content organization. Nevertheless, weaknesses were identified, as the lack of accessibility for individuals with visual disabilities and a limited articulation between online and face-to-face activities. In conclusion, while notable strengths were found, deepening the integration of virtual and face-to-face activities is needed to enhance the effectiveness of the training programs.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 9 No. 1 (2025): Science and Education; 35-49
Ciencia y Educación; Vol. 9 Núm. 1 (2025): Ciencia y Educación; 35-49
2613-8808
2613-8794
10.22206/ciened.2025.v9i1
Ciencia y Educación; Vol. 9 Núm. 1 (2025): Ciencia y Educación; 35-49
2613-8808
2613-8794
10.22206/ciened.2025.v9i1