Educación híbrida y resultados de aprendizaje en la formación universitaria: una revisión narrativa
DOI:
https://doi.org/10.63969/wz7c0m22Palabras clave:
educación híbrida, resultados de aprendizaje, educación superior, aprendizaje combinado, diseño instruccionalResumen
Introducción: La educación híbrida integra experiencias presenciales y digitales, pero sus efectos sobre el aprendizaje universitario dependen de decisiones pedagógicas y condiciones institucionales. Metodología: Se desarrolló una revisión narrativa y una síntesis temática de literatura académica sobre aprendizaje combinado, interacción, autorregulación, evaluación y rendimiento. Se analizaron aportes teóricos, revisiones y estudios empíricos de referencia, sin aplicar un protocolo de revisión sistemática ni estimaciones metaanalíticas. Resultados: La literatura muestra que los entornos híbridos pueden ampliar la flexibilidad y favorecer la participación, la autonomía y el acceso a recursos. Sin embargo, las ventajas no son uniformes: varían según el diseño instruccional, la calidad de la interacción, las competencias digitales, la retroalimentación y las oportunidades de acceso. Las comparaciones entre modalidades presentan diferencias de contexto, instrumentos y definiciones de resultados, por lo que no permiten atribuir mejoras exclusivamente a la combinación de presencialidad y virtualidad. Las estrategias activas y la evaluación formativa aparecen como componentes relevantes para orientar experiencias integradas. Conclusiones: La educación híbrida constituye una alternativa pertinente para la formación universitaria cuando articula objetivos, actividades y evaluación en un modelo coherente. Se requieren estudios longitudinales y comparativos que distingan el rendimiento medido de la satisfacción declarada y examinen las desigualdades digitales.
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Derechos de autor 2026 Rosa Andrea Cobeña Talledo (Autor/a)
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