Impacto de la incorporación de tecnologías disruptivas en el modelo presencial de educación superior en el TecNM/Campus Pachuca

• DOI: https://doi.org/10.22533/at.ed.5584232412079

• Palavras-chave: Distance education, hybrid education, b-learning, ubiquity, knowledge society, educational ecosystems.

• Keywords: Training impact, teacher training, evaluation, competencies, control groups

• Abstract: In the field of education, the teaching process has historically been stigmatized due to the lack of significant advances in the incorporation of technological tools, unlike other knowledge and human development activities. Specifically, we refer to the traditional classroom environment, where the teacher remains the central figure in the impartation of knowledge, and the student's passivity and limitations of temporal and spatial synchronization persist. The impact of the SARS-COV-2 (COVID-19) pandemic on education not only made changes necessary in educational processes, but also in the use of various tools, ranging from basic chats and messaging platforms to other more sophisticated ones that require planning of the instructional content, such as Virtual Learning Environments (VLE). These EVAs have introduced a different dynamic in the educational process. This article presents the development of a research that seeks to demonstrate how hybrid work can be developed in comparison with traditional teaching in a strictly face-to-face environment, and to carry out a comparison between both educational models in a real context at the higher education level.