El U-Learning, un nuevo modelo pedagógico inclusivo en la universidad ecuatoriana

Abstract

Technological advances in all human activities have led to the emergence of new digital pedagogical models that promote access to training resources from anywhere. This research analyzes the application of U-learning as an inclusive pedagogical model in Ecuador’s higher education. A descriptive study was carried out, with the participation of 100 students and 18 teachers from the eighth semester of the Computer Science career, Faculty of Philosophy, University of Guayaquil, through the use of online courses developed in the online platform Microsoft Teams, as well as the use of digital platforms (Facebook, YouTube, Twitter), the levels of acceptance, satisfaction and academic performance were evaluated, and the study was carried out during the second part of the semester under study. A structured questionnaire of 15 questions and 5 items was applied. The results showed high percentages in relation to the improvement of the academic performance of the students by being able to deliver their assignments and presentations on time. It was also recorded that this model provided equal opportunities in education for all students, and it was also reflected that it allows the reinforcement of knowledge acquired through the recorded classes available at all times. It was concluded that U-learning has a high potential for acceptance among the university community, promotes collaborative work, and improves individual and collective performance, so it is necessary to generate institutional policies that allow its incorporation into the curriculum within Ecuador’s higher education.