Proyecto de intervención para la capacitación virtual de profesores de educación superior en diseño instruccional y recursos educativos digitales

The COVID-19 pandemic has had a negative impact on the economic, social and educational spheres, the contingency has led more people, regardless of their profession or activity, to turn to digital platforms to prepare in the professional and academic sphere. The present research aims to show the results of an evaluative research work, carried out to measure the implementation of the intervention project on the training of higher education teachers in instructional design and in the production of digital educational resources. To evaluate the project, an instrument was developed that was applied online, after the training, to clearly identify the descriptive and inferential results. To recover the data and its corresponding analysis, a mixed cut methodology was used that considered different moments, actors and instruments. This document presents the work carried out using the quantitative approach, highlighting the results obtained in the intervention groups. The research was carried out at the Universidad Veracruzana, specifically with the participation of professors from the technical academic area. The results indicate that the intervention project had favorable results, in terms of the design of online courses under an instructional design methodology with the use of digital educational resources, increasing the accreditation of the subjects under the mixed modality, however, it is It is necessary to carry out another study that contrasts the perceptions of teachers and students about the improvement in the teachinglearning processes.


Introduction
The pandemic that we are currently experiencing due to covid-19 has brought significant changes in all areas, including education. For this reason, there was a need to abruptly switch from face-to-face to online education, which caused the teaching and learning processes to be affected not only because many institutions did not have the necessary technological infrastructure, but mainly because the majority of teachers lacked digital skills to face the new educational scenario.
Indeed, according to a study carried out at the Universidad Veracruzana (UV), it was found that only 43% of students consider that teachers have the necessary skills to teach classes under the virtual modality, although these figures contrast with the data collected by Gazca (2020), who points out that 79% of teachers believe that they have the necessary skills to effectively develop teaching and learning processes in the virtual modality. These results are the basis for carrying out a training intervention project in instructional design and in the production of digital educational resources based on the UV technology platform.

Instructional design
Training teachers in cooperation with ICT is vital for continuous improvement; However, what is complicated is that to work in virtual media, didactic planning must be improved, which is based on a methodology called instructional design, which is responsible for the appropriate selection of techniques for teaching-learning, technological resources, as well as the identification of educational means and measurement of management (Branch and Kopcha 2014;Domínguez et al., 2018;Moreno et al., 2014).
Instructional design, therefore, is a systematic, grounded, planned and structured process that allows the student to appropriate the knowledge of a certain subject through exact instructions distributed in four environments: preliminary occupations, exercises, integrative activity and a integrating case, so it becomes a mediator of learning with selftaught properties (Brambila et al., 2006). Specifically, the stages of the instructional model are the following: analysis, design, development, implementation and evaluation (ADDIE), which are related to each other (Luna, Ayala and Rosas, 2021). Therefore, according to Belloch (2013), the instructional model is also multiple because it adjusts to the needs of the teacher, which allows its adaptation to achieve the objectives set. Likewise, another of its relevant aspects is the way in which the indications are developed, since they provide specific guidelines to carry out didactic sequences, which results in a teaching-learning approach in a synchronous (in real time) and asynchronous way. However, once the instruction is designed, it must be tested, evaluated and revised so that it effectively meets the particular needs of the course developed. (Candia, 2016).

Digital resources
Based on various studies, it can be assured that technological resources by themselves cannot solve all the inconveniences that educational institutions present (López et al., 2013).
In fact, if they are not well used, they can create apathy in students and, in the long term, school dropout. For this reason, it can be affirmed that the mastery of ICT by teachers is a variable that is very useful to promote student learning.
In this regard, the United Nations Educational, Scientific and Cultural Organization indicates some basic principles that must be taken into account in all educational centers: • Technology should be integrated into the entire teacher training program.
• Future teachers need to train and experiment in educational settings that make innovative use of technology (López et al., 2013;Unesco, 2004). Now, it should be noted that the technological elements must be evaluated once implemented to detect areas that can be improved (Aguaded and Muñoz, 2012;Margalef and García, 2016). Therefore, for this type of technological tools to be classified as educational, they must promote the learning of conceptual and procedural content, as well as contribute to the integral education of the individual (Zapata, 2012).
Logically, there are various applications on the market that allow you to create digital educational resources without having to be an expert in the field. For example, to design video tutorials you can use Open Broadcaster Software (OBS), which allows you to record videos and make live broadcasts. Another application is Videopad, a video editing tool developed by NCH Software (available for Windows, Mac, Iphone, Ipad and Android). With VideoPad you can get a professional looking product in minutes. Likewise, Audacity is a free, open source audio editor and recorder software, compatible with Windows, macOS, GNU / Linux, among others. You can export recordings in many formats.

Virtual educational platforms
Virtual educational platforms provide the possibility not only of publishing digital educational resources, but also of promoting interaction among all participants (Andrade and Velázquez, 2014). In addition, they serve for teachers to evaluate and monitor the progress of students thanks to indicators that the tools themselves provide (Raichman and Mirasso, A. 2018).
These educational platforms must be formed in a computing environment that have tools grouped and optimized for teaching objectives. Its functionality is to allow the construction and administration of entire courses over the internet without requiring deep programming knowledge. In other words, they should be the easiest to use for both teachers and students.

Referential framework
The objective of this intervention project consists of three parts: the first, to formalize the mixed model of online education; the second, to offer clarity regarding the training processes that are currently in place and are currently being carried out, and, finally, to detail in an extensive way all the possible parameters regarding the precision and clarity that one has to carry out the training. online education. At the end of the entire process, you will have enough information to know exactly what aspects can be modified through feedback from those involved.
Likewise, based on the document issued by the Academic Secretariat of the Veracruzana University on the General Provisions for Academic Work (2020) (proposed in the school period September 2020-February 2021), it was established -thanks to emergency distance work that was carried out by the teachers with the students during the health contingency in the face of the covid-19 pandemic during the February 2020-July 2020 school period -the existence of the following three scenarios: • The necessary conditions were had to advance in the contents of the subjects according to what was programmed during the confinement period.
• There were favorable conditions for reinforcing content and advancing a certain percentage of the study program.
• There were no conditions for remote academic work, which implied difficulties for progress in the knowledge of the subjects.
Based on the foregoing, it was determined that the school period September 2020-February 2021, regardless of the risk traffic light conditions, represented a possibility for teachers to strengthen the strategies that proved the effectiveness of their online work. Therefore, the document on General Provisions for Academic Work (2020) established the activities under the mixed modality, which is a form of pedagogical work that considers the teaching of subjects with combined activities, generally face-to-face and non-face-to-face, on a basis of favorable interaction between academics and students.
For this, the teaching-learning process, logically, requires an active use of technology to set virtual academic meetings (synchronous and / or asynchronous) that allow the orientation and delivery of activities. Consequently, we will have a guided learning environment, while at the same time fostering autonomy.
Likewise, the aforementioned document indicates that teachers must use educational platforms (preferably the Eminus institutional platform), which, of course, requires knowledge about strategies in virtual learning environments. However, it is clear that not all teachers have these requirements to teach classes in the mixed mode. Therefore, in coordination with the Directorate of the Technical Academic Area of the UV, the decision was made to train a certain number of teachers from the five regions where the UV has a presence in the state of Veracruz to successfully fulfill the aforementioned purpose.

Research objective
The objective of the research was to evaluate, based on the intervention project, if the academics who had participated in the training developed competencies based on the knowledge of learning theories, mastery of the stages of instructional design and the use of resources technologies that would allow them to be trained in the use of educational platforms (Eminus), technologically enabled in the technological knowledge of teaching, applying strategies in the instructional design for the development of virtual learning environments of educational experiences under the mixed modality, and if there was an improvement in the students' teaching processes.

Method
For the execution of this intervention project, a non-experimental, exploratory, descriptive and quantitative research was carried out. For this, an evaluation of the impact of teacher training and the perception they had on student learning was carried out. Likewise, it was based on the principles of descriptive research, by reviewing concepts in the main international journals on the elements of instructional design, as well as the development of digital educational resources and the management of virtual technology platforms.

Population and sampling
The study subjects were those professors belonging to the superior level of the Directorate of the Technical Academic Area (DGAAT) of the UV. According to the numerology of the DGAAT, the teaching staff in the five regions that the state of Veracruz covers is formed as indicated in table 1.  (2021) To determine the size of the sample, the formula for the calculation of the finite population was used at convenience with the following formula: = * 2 * * 2 * ( − 1) + 2 * * As: Z = Confidence level 93%, table value (1.81) p = Probability of the event occurring 50% = .5 q = (1-p) Probability that the event will not occur 50% = .5 N = Population of 728 teacher (s) e = Maximum accepted estimation error is 7 %.
Substituting the previous values, we obtain a sample of 136 teachers who had to take the course. According to the sampling and its convenience, they were full-time, part-time or subject, in addition to the technical academic area and belonging to one of the five regions covered by the UV in the state of Veracruz.  The evidence of performance that those enrolled in the course-workshop had to meet focused on the planning of the instructional design, in addition to using the technological resources that complement the instructional design for the application of virtual learning scenarios.
The course-workshop had digital educational resources to consolidate the mixed educational modality, a form of pedagogical work that is characterized by the development of educational experiences (subjects), with combined face-to-face and non-face-to-face interaction to harmonize the teaching-learning processes with the use of technology. This was developed in a guided learning environment and at the same time autonomous for the participants to be trained in the learning theories that underpin virtual education. Likewise, work was carried out on the planning of the instructional design to detect the different processes involved in the development of online educational programs and in those software applications that complement the processes described.
The course-workshop was divided into theoretical, heuristic and axiological knowledge. Table 3 shows the theoretical knowledge with which the course of the intervention project was formed.

Figura 1. Formato de instrumento del diseño instruccional
Fuente: Elaboración propia The training was carried out online using the UV's virtual educational platform, called Eminus (Distributed Education System of the Universidad Veracruzana). It is a flexible learning environment management system that helps to present online courses for distribution on the internet. This system enables communication in a synchronous and asynchronous way, and generates a complete environment for learning, which serves to improve educational levels without parameters of time or distance. Thus, each user takes control of her learning (Colunga, 2005).
To accredit the course, the teachers had to design a subject in virtual mixed mode. Figure 2 shows the course interface on the Eminus platform. Initially, a welcome message is given accompanied by a video that explains the operation of the course. All digital educational resources were designed with the OBS studio, Videopad and Audacity applications in their free versions, so it did not represent additional costs.

Figura 2. Interfaz del curso en la plataforma Eminus
Fuente: Elaboración propia A primary part of the course was related to instructional design, so it was clearly explained (with practical examples) how it should be filled out. Four videos were produced that complemented the theoretical aspects so that the teachers could develop their own instructional design for one of the subjects they teach. Figure 3 shows the interface of this theme.

Results
Evaluation is a key aspect in the implementation of any educational project because it allows identifying variables that can be improved in the teaching and learning processes.
Therefore, as an evaluation requirement, the participants had to use the instructional design methodology to develop and use digital resources in at least one subject during the August 2020-January 2021 school period. Therefore, an instrument was designed (made up of a Likert scale) to measure the dimensions of training, technology and impact on student learning.
The instrument was made up of 15 items (Annex 1). Reliability and validity were analyzed with Cronbach's alpha coefficient, using the SPSS software. Tables 4 and 5 represent the reliability of the instrument scale obtained in a pilot survey (15 items) in which 20 teachers participated. A Cronbach's alpha of .810 was obtained, which represents a good value, according to George and Mallery (2003). Regarding the generalities of the results, 60% of the respondents were men and 40% women; the minimum age was 25 years and the maximum age 65 (average age = 45 years).
On average, respondents have been teaching classes for almost 15 years. Likewise, 59% have a doctorate, 30% a master's degree, 1% a specialization and 8% a bachelor's degree.
The results obtained in terms of the training dimension reflect that 99% strongly agree and agree that the course was useful to improve the delivery of their classes online. This shows the importance of proper training (figure 5).

Figura 5.
Utilidad del curso-taller para mejorar de la impartición de clases Fuente: Elaboración propia Likewise, 97% of the respondents answered that they strongly agree and agree with the instructional design methodology, as they improved their didactic planning for the benefit of the teaching-learning processes (figure 6).  Regarding the learning dimension, 94% considered that by applying the proposed methodology for instructional design and using digital educational resources in the mixed mode, there were improvements in student learning, which shows that this type of project results very useful (figure 8).

Correlational analysis of data
In addition to the descriptive results of the research, a correlational data analysis was carried out by means of non-parametric inferential statistics, using Kendall's Tau-b methodology for square tables and Kendall's Tau-c for non-squared tables.
First, it was analyzed whether there was any association between the application of the methodology for the instructional design of online courses and the improvement in the learning process of the students.
The hypotheses formulated were the following: • H0: There is no significant relationship between the application of the methodology for instructional design and the improvement in the learning process of students.
• H1: There is a significant relationship between the application of the methodology for instructional design and the improvement in the learning process of students.
• If the follow. p-value is <0.05 H0 is rejected; otherwise it is accepted. Kendall's Taub method. which leads to reject the H0. It is concluded, therefore, that there is a highly significant association between the variables of the application of the instructional design methodology by the teachers and the improvement in the students' learning process. This is evidenced by the correlation coefficient value t = 0.435, which is interpreted as a moderate positive correlation between the variables.
Subsequently, it was analyzed whether there was any association between the design of digital educational resources by the teachers and the improvement in the accreditation of the subject by the students.
The hypotheses were the following: • H0: There is no significant relationship between the implementation of digital educational resources and the improvement in the accreditation of subjects by students.
• H1: There is a significant relationship between the implementation of digital educational resources and the improvement in the accreditation of subjects by students If the follow. p-value is <0.05 H0 is rejected; otherwise it is accepted. Kendall's Tau According to the p-value "Sig. (approximation) "= .027 <.05, which leads to reject the H0. It is concluded, therefore, that there is a significant association between the implementation of digital educational resources and the improvement in the accreditation of subjects by students. This is evidenced by the value of the correlation coefficient t = .155, which is interpreted as a minimal positive correlation between the variables -see values in table 7-.
With the previous data we can point out that there is an association between the variables; however, one of the correlations is negligible, so we cannot be conclusive in the statement of the existing correlation. Note that Kendall's correlations are hypothesis tests and a measure of correlation across the indices.

Discussion
From what is stated in the previous sections, the result that we can identify with the greatest relevance is that related to the evaluation of the intervention project, which was favorable according to the descriptive results. Another contribution of the research was the proposal on the course-workshop based on three main theoretical knowledge: learning theories, instructional design methodology and design of digital educational resources. Last but not least, it was the application of inferential statistics to identify the possible relationship of variables to give greater support to the descriptive results, a situation that determines, under an evaluation methodology, the impact of the intervention project.
Finally, one of the limitations of this project was not having the students' perception of their learning processes, which should be addressed in future research.

Conclusions
Studies carried out on the impact that the pandemic generated by covid-19 has had in the educational field demonstrate the latent deficiencies in the didactic planning of online classes. For this reason, this intervention project is essential to equip teachers with skills in instructional design and in the use of technological resources.
In this sense, the results of this research show that eight out of ten teachers who participated in the project consider that there was an increase in the accreditation of the subject by students, an important fact that allows reducing the percentages of failure and dropout. . The descriptive results are aligned with the inferential ones, since they demonstrated that there is a relationship between the implementation of digital educational resources and the improvement in the accreditation of the subjects by the students.
For this reason, we can conclude that this initiative fulfilled the objective of training teachers in the use of digital tools, essential knowledge to function successfully in virtual teaching and learning environments. Therefore, this type of training must be extended to other academic areas. In short, this research is of fundamental importance, as it is related to new learning models.

Future lines of research
The continuity of this research in future lines should focus on two essential aspects: first, continue with teacher training, since the results reflect that 98% of teachers consider that the instructional design and the development of digital educational resources serve to improve their skills. didactic practices. Second, it is necessary to investigate the students 'perception regarding the improvement of the teachers' competencies for the teaching of virtual classes, since it is useless to evaluate the teaching process if there is no knowledge of its impact on the teaching process. learning. For this reason, an instrument is being designed to collect quantitative and qualitative data on student learning, which must be applied to a control group to identify areas of opportunity in improving the project.