Estrategias didácticas innovadoras y su aporte en el proceso de enseñanza aprendizaje en estudiantes de educación superior

Johana del Carmen Parreño Sánchez; Electra Maricela Izurieta Puente; Christian Geovanny Rivera García; Pablo Josue León Velásquez

Innovative Teaching strategies and their contribution to the teaching-learning process of higher education students

Authors

Johana del Carmen Parreño Sánchez Universidad Técnica de Babahoyo
Electra Maricela Izurieta Puente Universidad Técnica de Babahoyo
Christian Geovanny Rivera García Universidad Técnica de Babahoyo
Pablo Josue León Velásquez Universidad Técnica de Babahoyo

Keywords :

Teaching Strategies, Innovation, Teaching – Learning, Higher Education.

Additional Files

PDF (Spanish)

Abstract

This research project focuses on analyzing the contribution of innovative teaching strategies to the teaching-learning process of students in the Physical Activity and Sports Pedagogy program at the Technical University of Babahoyo, during the April-August 2024 academic period. The main objective is to understand how these strategies, specifically inquiry-based learning (IBL) and microlearning, can improve students' acquisition of knowledge, skills, and competencies. The results of surveys conducted with students and faculty reveal a mixed perception of the effectiveness of these strategies. While some students and faculty positively value the impact of IBL and microlearning on learning, others express reservations or do not perceive significant changes. Overall, the potential of these strategies to foster more active, participatory, and autonomous learning is highlighted, but the need to adapt their implementation to the specific context and consider individual student preferences is also highlighted.

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References

Ampuero Ramírez , N. (2022). Enseñanza aprendizaje: Síntesis del análisis conceptual desde el enfoque centrado en procesos. Universidad Católica Santiago de Guayaquil, 28(6), 126-135. https://www.redalyc.org/journal/280/28073815009/html/

Barrera Cárdenas, Y., & Cristancho Saavedra, R. (2022). Desarrollo de la competencia de indagación en Ciencias Naturales. Educación y Cienci, 20, 27-41. https://doi.org/https://doi.org/10.19053/0120-7105.eyc.2017.20.e8895

Bravo Paniagua, T., & Valenzuela González, S. (Agosto de 2019). Desarrollo de Instrumento de Evaluacion: Cuestionario. https://doi.org/https://www.inee.edu.mx/wp-content/uploads/2019/08/P2A355.pdf

Delgado Saeteros, E., Lema Cachinell, B., & Lema Cachinell, A. (2024). Estrategias pedagógicas innovadoras para el desarrollo de aprendizajes significativos en la educación superior. Revista de Ciencias Sociales y Humana, 6(1), 80-88. https://doi.org/10.47606/acven/ph0228

Diaz Bordenave, J., & Martins Pereira, A. (1997). Estrategias de Enseñanza - Aprendizaje. San Jose, Costa Rica : Instituto Interamericano de Cooperación para la Agricultura (IICA). https://repositorio.iica.int/handle/11324/15034

Diaz Linares, G. L. (2023). Aprendizaje basado en indagación (ABI): una estrategia para mejorar la enseñanza - aprendizaje. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 27-41. https://doi.org/https://doi.org/10.37811/cl_rcm.v7i1.4378

Dorsch, F. (1985). Diccionario de psicología. Barcelona, España. https://herdereditorial.com/diccionario-de-psicologia-9788425425745

Gretter, G. (Marzo de 2019). InnovaAge. https://www.innovaportal.com/innovaportal/v/794/1/innova.front/microlearning-o--microaprendizaje

Jain, N. (15 de Julio de 2023). https://ideascale.com/es/blogs/que-es-la-innovacion/

López, P. L. (2022). POBLACIÓN MUESTRA Y MUESTREO. Scielo, 9(8), 69-74. Retrieved 3 de Junio de 2024, from http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S1815-02762004000100012&lng=es&tlng=es.

Montealegre Garcia , C. (2016). Estrategias para la enseñanza y el aprendizaje de las ciencias. Ibagué: Universidad de Ibagué. https://search.worldcat.org/es/title/Estrategias-para-la-ensenanza-y-el-aprendizaje-de-las-ciencias/oclc/956649226

Potter, R. (13 de Octubre de 2022). Learning Technologies Group plc. https://www.openlms.net/es/blog/recursos/beneficios-del-micro-aprendizaje-8-minutos-para-lograr-un-impacto/

Universidad de la Rioja (Mexico). (03 de Marzo de 2023). Estrategias Didacticas. https://mexico.unir.net/noticias/educacion/estrategias-didacticas/

Author Biographies

Johana del Carmen Parreño Sánchez

This research project focuses on analyzing the contribution of innovative teaching strategies to the teaching-learning process of students in the Physical Activity and Sports Pedagogy program at the Technical University of Babahoyo, during the April-August 2024 academic period. The main objective is to understand how these strategies, specifically inquiry-based learning (IBL) and microlearning, can improve students' acquisition of knowledge, skills, and competencies. The results of surveys conducted with students and faculty reveal a mixed perception of the effectiveness of these strategies. While some students and faculty positively value the impact of IBL and microlearning on learning, others express reservations or do not perceive significant changes. Overall, the potential of these strategies to foster more active, participatory, and autonomous learning is highlighted, but the need to adapt their implementation to the specific context and consider individual student preferences is also highlighted.

Electra Maricela Izurieta Puente

This research project focuses on analyzing the contribution of innovative teaching strategies to the teaching-learning process of students in the Physical Activity and Sports Pedagogy program at the Technical University of Babahoyo, during the April-August 2024 academic period. The main objective is to understand how these strategies, specifically inquiry-based learning (IBL) and microlearning, can improve students' acquisition of knowledge, skills, and competencies. The results of surveys conducted with students and faculty reveal a mixed perception of the effectiveness of these strategies. While some students and faculty positively value the impact of IBL and microlearning on learning, others express reservations or do not perceive significant changes. Overall, the potential of these strategies to foster more active, participatory, and autonomous learning is highlighted, but the need to adapt their implementation to the specific context and consider individual student preferences is also highlighted.

Christian Geovanny Rivera García

This research project focuses on analyzing the contribution of innovative teaching strategies to the teaching-learning process of students in the Physical Activity and Sports Pedagogy program at the Technical University of Babahoyo, during the April-August 2024 academic period. The main objective is to understand how these strategies, specifically inquiry-based learning (IBL) and microlearning, can improve students' acquisition of knowledge, skills, and competencies. The results of surveys conducted with students and faculty reveal a mixed perception of the effectiveness of these strategies. While some students and faculty positively value the impact of IBL and microlearning on learning, others express reservations or do not perceive significant changes. Overall, the potential of these strategies to foster more active, participatory, and autonomous learning is highlighted, but the need to adapt their implementation to the specific context and consider individual student preferences is also highlighted.

Pablo Josue León Velásquez

This research project focuses on analyzing the contribution of innovative teaching strategies to the teaching-learning process of students in the Physical Activity and Sports Pedagogy program at the Technical University of Babahoyo, during the April-August 2024 academic period. The main objective is to understand how these strategies, specifically inquiry-based learning (IBL) and microlearning, can improve students' acquisition of knowledge, skills, and competencies. The results of surveys conducted with students and faculty reveal a mixed perception of the effectiveness of these strategies. While some students and faculty positively value the impact of IBL and microlearning on learning, others express reservations or do not perceive significant changes. Overall, the potential of these strategies to foster more active, participatory, and autonomous learning is highlighted, but the need to adapt their implementation to the specific context and consider individual student preferences is also highlighted.

Published

2025-08-20

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How to Cite

Innovative Teaching strategies and their contribution to the teaching-learning process of higher education students. (2025). Journal of Science and Research: Revista Ciencia E Investigación, 10(IV CISE). https://revistas.utb.edu.ec/index.php/sr/article/view/3867

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Issue

Vol. 10 No. IV CISE (2025): IV CONGRESO INTERNACIONAL SINERGIA EDUCATIVA 2025

Section

Artículo de Investigación

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