Competencia digital y motivación como predictores del éxito académico en la formación en línea de aspirantes universitarios
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.14Palabras clave:
Compromiso, motivación, éxito académico, calidad del aprendizaje, tecnología digitalResumen
Este estudio explora el impacto de la educación en línea en la calidad del aprendizaje y los logros académicos de los aspirantes a la educación superior. Fundamentada en el marco del Conocimiento Tecnológico Pedagógico del Contenido (TPACK) y la Teoría de la Autodeterminación, la investigación adoptó un diseño de métodos mixtos con 270 participantes. Se implementó una intervención en línea de 13 semanas que combinó retroalimentación en tiempo real, módulos interactivos y foros colaborativos. Los datos fueron analizados utilizando ANOVA, regresión, Modelado de Ecuaciones Estructurales (SEM) y análisis de conglomerados. Los hallazgos indican que los participantes poseían suficiente competencia digital y una alta motivación intrínseca. El análisis de conglomerados reveló tres perfiles de aprendizaje distintos; el grupo "Comprometido y Tecnológico (Engaged-Tech-Savvy) demostró un éxito académico significativamente mayor en comparación con los grupos "Moderadamente Comprometido" y "Desvinculado". Los resultados confirman que la competencia digital y la motivación intrínseca son predictores clave del rendimiento académico, con la calidad del curso actuando como mediadora en esta relación. El estudio ofrece recomendaciones prácticas para las instituciones de educación superior con respecto a la construcción de comunidad, la infraestructura digital y la formación docente para preparar mejor a los aspirantes. Futuras investigaciones deberían integrar datos objetivos de uso para validar aún más estos hallazgos.
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Derechos de autor 2026 Nataliia Kyrnis, Oksana Voroshchuk, Oksana Skorobahatska, Hanna Kravchenko, Mykhailo Sydor
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
