Prácticas innovadoras en el diseño didáctico de asignaturas virtuales bajo el enfoque por competencias: un estudio exploratorio-preexperimental

This empirical study aimed to identify effective didactic practices within the competence-based approach in virtual environments. The methodol- ogy was exploratory-pre-experimental. The study involved study circles with teachers, followed by a pre-experiment consisting of a pretest and posttest to evaluate didactic sections in design and development, as well as learning motivation. Data from each phase were analyzed sys- tematically. Conducted at the National University of Costa Rica and the University of Guayaquil, Ecuador, the study included 263 students in four groups and ten teachers. Results highlighted innovative practices in didactic planning, such as teamwork, material exchange, and virtual environment design guidance. Resources included textual, hypertextu- al, graphic, and multimedia elements, with evaluations integrated into the learning process. Students expressed satisfaction with the virtual classroom design, resource accessibility, and activities. The findings emphasize the importance of initial training, collaborative planning, and a competence-based approach in virtual education, serving as a foundation for designing pedagogical strategies and enhancing faculty mediation.