Mejorando el aprendizaje en Nutracéuticos a través de modelos de enseñanza híbrida: un estudio universitario

Abstract

Abstract: Hybrid learning has become established as a relevant pedagogical alternative in higher education, integrating face-to-face and virtual environments to foster more flexible and meaningful learning experiences. The objective of this study was to analyze students' perceptions of instructional design in a hybrid format and meaningful learning in the Nutraceuticals course within the Biochemistry and Pharmacy program. The study employed a quantitative approach with a non-experimental, descriptive, and cross-sectional design. Twenty students enrolled in the course were surveyed using a Likert-type questionnaire consisting of 33 items distributed across nine dimensions. The results revealed predominantly positive perceptions of the instructional design in the hybrid format, highlighting the course organization, the instructor's enthusiasm, and the relevance of the content as strengths. Furthermore, a high level of meaningful learning was identified, along with favorable perceptions regarding accessibility, interaction, autonomy, and satisfaction. It is concluded that the hybrid instructional design applied in the Nutraceuticals subject favored a meaningful and satisfactory learning experience for the students.