Innovation and
challenges in the creation of digital contents: A study of the virtual
classroom at the University of Guayaquil
John Granados[*]
Catalina Vargas*
Abstract
Higher education is undergoing a
transformation driven by the integration of digital technologies, accelerated
by the COVID-19 pandemic. In this context, the ADDIE instructional design model
has gained relevance in the creation of virtual learning environments, such as
the virtual classroom at the University of Guayaquil. This study aims to
analyze students' perceptions of digital content and the challenges faced in
this environment. A mixed research design was used, combining quantitative and
qualitative methods, where a questionnaire was applied to a stratified sample,
and interviews and focus groups were conducted. Quantitative results indicate
that 84% of students believe that the virtual classroom significantly
contributes to their learning, while 78% highlighted the organization of the
content. However, challenges such as initial technical difficulties (72%),
connectivity issues (64%), and adaptation to the digital methodology (58%) were
reported. Interviews revealed that, at the beginning, students faced a steep
learning curve that generated some resistance. However, most managed to adapt
progressively. The findings suggest that, although the implementation of the
virtual classroom is perceived positively, the transition to digital methods
faces obstacles that need to be addressed, such as the need for technological
training and adequate infrastructure. It is concluded that, to maximize the
benefits of the ADDIE model, it is essential to strengthen technological
training and improve digital connectivity, always considering students'
perceptions to optimize the educational experience in virtual environments.
Keywords: Educational technology; ADDIE
model; Virtual classroom; Student perceptions; Digital challenges.
Innovación y desafíos en la creación de contenidos digitales:
Un estudio del aula virtual de la universidad de Guayaquil
Resumen
La
educación superior está experimentando una transformación impulsada por la
integración de tecnologías digitales, acelerada por la pandemia de COVID-19. En
este contexto, el modelo de diseño instruccional ADDIE ha adquirido relevancia
en la creación de entornos virtuales de aprendizaje, como en el caso del aula
virtual de la Universidad de Guayaquil. Este estudio busca analizar las
percepciones de los estudiantes sobre los contenidos digitales y los desafíos
enfrentados en este entorno. Se utilizó un diseño de investigación mixto,
combinando métodos cuantitativos y cualitativos, donde se aplicó un
cuestionario a una muestra estratificada y se realizaron entrevistas y grupos
focales. Los resultados cuantitativos indican que el 84% de los estudiantes
considera que el aula virtual contribuye significativamente a su aprendizaje,
mientras que el 78% destacó la organización de los contenidos. Sin embargo, se
reportaron desafíos como dificultades técnicas iniciales (72%), problemas de
conectividad (64%) y la adaptación a la metodología digital (58%). Las
entrevistas evidenciaron que, al inicio, los estudiantes enfrentaron una curva
de aprendizaje pronunciada que generó cierta resistencia. Sin embargo, la
mayoría logró adaptarse progresivamente. Los hallazgos sugieren que, aunque la
implementación del aula virtual es percibida positivamente, la transición hacia
métodos digitales enfrenta obstáculos que deben ser abordados, como la
necesidad de capacitación tecnológica y una infraestructura adecuada. Se
concluye que, para maximizar los beneficios del modelo ADDIE, es fundamental
reforzar la formación tecnológica y mejorar la conectividad digital,
considerando siempre las percepciones estudiantiles para optimizar la
experiencia educativa en entornos virtuales.
Palabras claves:
Tecnología educativa; Modelo ADDIE; Aula virtual; Percepciones estudiantiles;
Desafíos digitales.
Received : 12-1-2025
Approved: 20-1-2025
INTRODUCTION
Higher education is undergoing a radical
transformation driven mainly by the integration of digital technologies, a
phenomenon notably accelerated by the pandemic of COVID-19 (Area-Moreira et
al., 2020). This scenario calls for the adoption of innovative methodological
models capable of responding to contemporary pedagogical and technological
challenges. Among these, the ADDIE model (Analysis, Design, Development,
Implementation and Evaluation) has gained relevance as an effective
methodological framework for structuring virtual learning environments,
standing out especially in higher education institutions that require robust
and clear digital platforms (Gómez-Trigueros et al.,
2021; Cabero-Almenara & Llorente-Cejudo,
2020).
The ADDIE model presents significant advantages for
academic contexts due to its systematic and sequential structure, which
facilitates an orderly planning and evaluation of educational processes in
virtual environments. However, various research also recognizes that this sequentiality may limit the flexibility required in highly
dynamic contexts, where rapid iterations and constant adaptations to
technological and pedagogical changes are needed (Molenda,
2003; Allen & Sites, 2012). In the face of this criticism, other approaches
such as the SAM (Successive Approximation Model) or the TPACK model have
emerged offering greater degrees of flexibility and integration between
pedagogical, technological and disciplinary knowledge (Branch, 2009; Clark
& Mayer, 2016).
The University of Guayaquil has adopted the ADDIE
model in its virtual classroom in order to significantly improve academic
results, addressing the growing need for educational digitalization. Prior to
this implementation, the institution faced challenges in terms of limited
technological integration and insufficient training for both teachers and
students. The previous institutional context revealed significant digital gaps
and initial resistance to methodological change, which justified the selection
of a model with a clear and methodologically sound structure, such as ADDIE.
Several studies point out that technological
innovation in higher education faces considerable challenges, including
resistance to change, digital divides and the imperative need to develop robust
teaching competencies in ICT (Rebolledo &
Granados ,2023;García-Peñalvo, 2022; Collazos-Ordóñez
et al., 2021). These difficulties directly affect student perception, a crucial
factor to evaluate the real success of any digital educational platform (Quiroga et al., 2019). Therefore, it is essential to
analyze in detail how these factors impact specifically in Latin American
contexts, providing solid empirical evidence to overcome such challenges.
In this sense, the main objective of this study is
to analyze students' perceptions of the digital content developed under the
ADDIE model and to explore the specific challenges faced in the virtual
classroom at the University of Guayaquil. The research question guiding this
work is: What are the perceptions and challenges faced by students in the use
of the virtual classroom developed under the ADDIE model at the University of
Guayaquil? For this purpose, the study is based on recent research,
particularly those available in databases such as SciELO
and Redalyc, which have addressed the adoption and
use of ICT in Latin American higher education (Ramírez-Montoya
& Lugo-Ocando, 2020).
Finally, the present research offers a significant
contribution by providing a contextualized analysis on the effective
implementation of the ADDIE model, providing valuable data on student
perceptions and proposing specific recommendations to optimize the educational
experience on virtual platforms.
METHODOLOGY
The present study employed a sequential explanatory
mixed design (Creswell & Creswell, 2018), integrating quantitative and
qualitative methods to obtain a comprehensive and deep understanding of the
investigated phenomenon. This approach was chosen because it allows combining
statistical rigor with interpretive depth, facilitating the identification and
explanation of patterns in student perceptions regarding the use of the virtual
classroom developed under the ADDIE model.
In the quantitative phase, a structured
questionnaire was applied, previously validated through expert judgment in
digital education methodologies (Hernández-Sampieri
& Mendoza, 2018). The questionnaire consisted of 25 items distributed in
three main dimensions: (1) usability of the platform, (2) satisfaction with the
digital resources provided, and (3) perception of the pedagogical effectiveness
of the virtual classroom. Each item was assessed using a five-point Likert
scale, which allowed to clearly quantify the general perceptions of the
students regarding the implemented digital environment. The sample used was an
intentional non-probabilistic sample, made up of 50 students enrolled in
subjects related to pedagogy at the University of Guayaquil during the
2024-2025 academic year. This methodological choice was based on the direct
accessibility of the participants, their active participation in the virtual
classroom, and the need to obtain a representative sample in terms of diversity
of academic performance and technological familiarity.
The quantitative data were processed using the SPSS
version 21 statistical program, performing reliability tests (Cronbach's alpha)
and correlational analyses to determine the internal consistency of the
instrument and to identify statistically significant patterns in the responses
obtained. These analyses made it possible to detect general trends and provide
a solid quantitative basis for the subsequent interpretation of the qualitative
findings.
In the qualitative phase, semi-structured
interviews and focus groups were conducted with a purposive subsample of 15
participants, specifically selected to reflect diversity in terms of academic
performance and technological experience. This qualitative approach allowed us
to explore in greater detail specific aspects such as challenges faced by
students, perceptions of teacher-student interaction, and concrete suggestions
for improving the implementation of the ADDIE model in the virtual classroom.
The interviews and focus groups were conducted following standardized protocols
to ensure the reliability of the data obtained.
The qualitative analysis was developed following
the guidelines of grounded theory (Strauss & Corbin, 2015), applying open
and axial coding procedures to identify relevant emerging categories. These
categories were contrasted and validated through a triangulation process with the
quantitative results, thus ensuring a deep and multidimensional understanding
of the phenomenon studied.
Finally, methodological rigor was ensured by
applying strict criteria of internal validity and reliability, including
triangulation by methods and sources, standardized protocols and peer review.
In addition, ethical aspects were respected at all times, following the
guidelines of the Declaration of Helsinki, obtaining explicit informed consent
and guaranteeing the anonymity and confidentiality of the participants. This
robust methodological combination, supported by recent literature in mixed
methods and qualitative analysis (Flick, 2018; Anguera
et al., 2020), ensured a rigorous analysis and a holistic understanding of the
results derived from the use of the ADDIE model in the specific context of
higher education.
Population and sample
The study population consisted of students enrolled
in pedagogy-related subjects at the University of Guayaquil during the
2024-2025 academic year. This population was selected because of their constant
interaction with the virtual platform, offering a propitious context to evaluate
in detail the impact of the ADDIE model on the digital educational experience.
A non-probabilistic purposive sample of 50 students
was used. This methodological decision was based on specific criteria such as
direct accessibility, active and frequent participation in the virtual
platform, as well as the diversity of experiences and academic performance of
the participants. The purposive selection of this sample sought to ensure a
sufficient representation of the existing diversity among students in terms of
previous technological skills, attitudes towards educational technology and
academic performance.
In addition, for the qualitative phase, an
additional subsample of 15 students was intentionally selected, specifically
considering their diversity in terms of technological familiarity and academic
performance. This subsample allowed to deepen and contextualize the
quantitative findings, providing valuable insights on personal and group
perceptions that could not be fully captured by quantitative techniques.
The sample size and sampling strategy chosen were
considered adequate to achieve the objectives of the study, allowing for a
detailed and in-depth analysis on the perceptions and challenges faced by
students in relation to the implementation of the ADDIE model in the virtual
classroom.
Table 1. Different Instructional
Design Models
|
Model |
Structure |
Advantages |
Limitations |
Ideal context |
|
ADDIE |
Sequential |
Methodological clarity, solid structure |
Rigid, not very adaptable |
Traditional or blended education |
|
SAM |
Iterative |
Flexibility,
rapid prototyping |
Requires
high technical preparation |
Agile
digital content development |
|
TPACK |
Integrative |
Promotes comprehensive teaching competence |
Difficult to operationalize |
Teacher training with a holistic approach |
Source: Researcher's data
RESULTS
Table 2. Student perceptions about
the ADDIE virtual classroom
|
Category evaluated |
% of
positive response |
|
Contribution to
learning |
84% |
|
Content organization |
78% |
|
Motivation to
participate |
66% |
|
Initial technical difficulties |
72% |
|
Connectivity
problems |
64% |
|
Adaptation to digital methodology |
58% |
Source: Researcher's data
Figure 1. Student Perceptions
Source: Researcher's data
The results
obtained partially coincide with previous studies conducted in similar Latin
American contexts, such as those carried out by Quiroga et al. (2019), especially highlighting the
importance of continuous and effective teacher training. The concordance of these results suggests that the success of the
ADDIE model does not depend solely on the technical structure, but also on
prior technological preparation and constant institutional support.
A relevant
finding in this study is the identification of technological
infrastructure as a critical factor, particularly in relation to the quality
and stability of Internet access. The evidence obtained from both quantitative
and qualitative data underscores the urgent need to improve digital
connectivity and develop robust technology training
programs for students and teachers, ensuring a more effective and less
problematic transition to digital educational methods.
Another relevant
aspect identified is the technological infrastructure, which is revealed as a critical factor, the importance of ensuring stable and
quality connectivity for digital content to be accessible and effective. The
qualitative evidence also underscores the need for more robust and continuous
initial training for students and teachers, favoring
a smoother and more effective implementation of the model.
CONCLUSIONS
The virtual
classroom implemented by the University of Guayaquil under the ADDIE model has
proven to offer significant benefits in terms of educational innovation and
effective learning. However, there are still
important challenges related mainly to the technological infrastructure and the
initial preparation of both teachers and students in digital competencies.
To maximize the
potential of the ADDIE model, it is crucial to implement
continuous and effective technological training programs specifically oriented
to the needs identified in this study. In addition, it is recommended to
significantly improve the university digital infrastructure, especially
connectivity, to facilitate more equitable and
efficient access to digital content.
Finally, it is
essential to actively involve students and teachers in processes of continuous
feedback and co-creation of content, thus ensuring that the implementation of
the ADDIE model not only responds adequately to
current pedagogical needs, but also guarantees its long-term sustainability and
effectiveness.
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