Innovation and challenges in the creation of digital contents: A study of the virtual classroom at the University of Guayaquil
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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.
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