Evaluación de un marco de aprendizaje activo mediado por TIC: Un estudio cuasi-experimental en la educación superior ucraniana
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.15Palabras clave:
aprendizaje activo, Aprendizaje semipresencial, aula invertida, Educación Superior, TIC, Aprendizaje en Línea, UcraniaResumen
Esta investigación llena una brecha significativa en la investigación empírica sobre la transformación digital impulsada pedagógicamente en la educación superior ucraniana. Evalúa un modelo estructurado de aprendizaje activo mediado por TIC que integra el aula invertida y herramientas digitales colaborativas mediante Moodle. Un estudio cuasi-experimental de 16 semanas con estudiantes de sociología (N=92) comparó este modelo con la enseñanza tradicional. Los resultados mostraron que el grupo experimental alcanzó un rendimiento académico (p < .001), una competencia digital (p < .001) y un compromiso significativamente superior, medidos mediante analíticas del LMS y encuestas. La novedad científica consiste en ser la primera prueba cuasi-experimental integral de un marco de aprendizaje activo mediado por TIC que evalúa simultáneamente rendimiento, competencia digital y compromiso en universidades ucranianas. Las recomendaciones prácticas incluyen implementar formación docente estructurada sobre diseño de aprendizaje activo, establecer unidades centralizadas de apoyo digital y adoptar programas piloto por fases para una transformación sostenible. El estudio ofrece así una validación empírica y una hoja de ruta aplicada para integrar las TIC en la reforma educativa de Ucrania.
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Derechos de autor 2025 Lesia Honcharenko, Yurii Shevchuk, Oksana Fedotova, Olena Samborska, Vasyl Vasiuta
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
