Resumen de Evaluación de la eficacia de un método enriquecido de enseñanza en ambientes virtuales sobre el rendimiento académico de estudiantes universitarios de docencia

Byron Francisco Chasi Solórzano, Wilman Ordóñez Pizarro, Juan Luis Castejón Costa

• The pandemic caused by Covid-19 has led educational institutions and the university in particular to exclusively use the virtual teaching modality. However, it is necessary to further analyse the effects of online teaching and the conditions under which this teaching is most effective. The instructional design models currently proposed integrate theoretical principles of constructivism and situated learning, with technological instruments that enable effective learning environments. The objective of this research is to evaluate the effects on academic achievement of the application of this instructional design compared to an online traditional teaching model. The participants were 144 students from 4 parallels or groups from the Faculty of Philosophy and Educational Sciences of the Central University of Ecuador: two experimental groups and two control groups. The research design is quasi-experimental, with a non-equivalent control group and measurements before and after teaching. The effect of the experimental method is evaluated by a repeated ANOVA, mixed within and between subjects. This analysis is carried out for the various results evaluated, theoretical knowledge, practical knowledge, individual activities, group activities, and final academic performance. The results reveal a positive effect of the method that follows an instructional design based on constructivist and situational principles on the majority of performance results in all results, except for the theoretical exam.