IN-PERSON AND HYBRID LEARNING IN THE TRAINING OF PROFESSIONALS IN HIGHER EDUCATION. AN ICT-CENTRIC APPROACH

Abstract

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.