Didactics of learning in virtual environments: an andragogical perspective from university education in social sciences in Ecuador
DOI:
https://doi.org/10.5281/zenodo.15635848Keywords:
andragogy, social sciences, virtual learning environments, digital didacticsAbstract
This study analyzes the didactics of learning in virtual environments from an andragogical perspective, applied to Ecuadorian university students of social sciences. To this end, it is based on theories of educational psychology, neurodidactics, biopsychoendocrinology, and educational anthropology, and incorporates an international comparison based on models from Japan, China, Russia, and South Korea. Using a non-experimental design and a mixed-method approach, a hypothesis test was applied to a representative sample of 357 students, with the aim of validating three key variables: didactic elements, andragogical approach, and satisfaction with virtual learning. Student t-tests were used to compare sample means with hypothetical population means. The results show significantly positive ratings in all dimensions, confirming the relevance of the andragogical approach in university virtual education. It also highlights the need to strengthen teacher training, personalize virtual environments, and promote participatory strategies focused on the adult learner. Furthermore, the study contributes to SDG 4 by providing evidence to improve quality and inclusion in higher education. Finally, it proposes transformative and critical didactics that recognize the adult student experience as the core of the educational process, promoting more equitable, contextualized, and socially meaningful virtual education.
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