Abstract
This chapter is the result of the study of the way in which microcontents were incorporated in the hybrid modality in the first semester (January – June 2023) in the different learning units taught in the areas of institutional, humanistic, scientific, and basic technological training at the upper secondary level of the Instituto Politécnico Nacional. The research has a quantitative approach with a descriptive scope based on a comparative approach. The sample population was made up of 150 students from the second, fourth, and sixth semesters to whom the questionnaire is applied as the data collection instrument. The results indicate that teachers incorporate as main materials videos, texts, diagrams, and drawings; on the part of the students, they state that the incorporation of these favored motivation, concentration, access, and creation of content. The chapter addresses pedagogical implications and makes recommendations for the integration of microcontent in the hybrid modality.
TopIntroduction
From Face-to-Face to Virtual Education
Little has to be said about the origin that caused the change from face-to-face to virtual or online education, the presence of COVID-19, the health emergency, changed life in many ways, they took on educational challenges: students, teachers, parents of family and authorities so that the technology was immediately incorporated. Most establishments and institutions made incredible efforts to move their work completely online.
In the case of education, the change in the face-to-face modality was known as emergency remote education (ERE), according to González (2021), distance emergency teaching is the strategy of transferring the educational action to a virtual medium., which was originally intended for a face-to-face modality. Therefore, since the beginning of the global crisis, it was the only viable option to respond to the demand to continue teaching and learning processes around the world. (Ruz-Fuenzalida, 2021).
The ERE is installed with its limitations under improvisation and technological and pedagogical ignorance, the skills that teachers had before the pandemic were insufficient to face the challenges of education in a distance environment (González et al., 2021) which would lead us to think about other factors that were necessary, in terms of the control of the subject, its development, implementation and evaluation process, demand for support from the instructional design, development and management teams, in order to have quickly develop skills to work and teach in an online environment (Ruz-Fuenzalida et al., 2021).
Despite all this, the ERE was established as a way out to give continuity to the students' training processes, which implied, according to Peñuelas et al. (2020), that the teacher learned on the fly, improvising. and at the same time, developing creative and innovative proposals, which demonstrate the capacity for adaptation and flexibility in the face of changes.
Key Terms in this Chapter
Microcontent: Microcontent refers to small and specific fragments of information or digital content that are designed to be consumed quickly and easily, because they are concise and transmit information in a clear and direct manner, making them brief and designed to capture the viewer's attention in a short time. Within microcontent we can find: Tweets, posts on social networks, short videos, infographics, etc. that allow fast and effective communication.
Emergency Remote Education (ERE): It refers to a teaching-learning model that prevents face-to-face education, it occurs quickly and improvised in the face of unforeseen situations of natural disasters, emergencies, crises, which leads to distance methods and forms to guarantee continuity. of education using digital tools. The ERE is considered to be a commitment to a temporary change in the provision of education to a group of students, depending on the emergency context that is being experienced. Also consider solutions through instruction or education that are equivalent to what would normally happen in person. Cabrales (2020) AU64: The in-text citation "Cabrales (2020)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. . Therefore, the ERE is only a temporary response to unusual, exceptional situations and does not replace in-person education.
Hybrid Mode, Blended Learning, or B Learning: Also known as mixed education or blended learning in English, it combines elements of face-to-face education and distance education. In this modality, students participate in learning activities in the physical classroom as well as in activities that are carried out online. The hybrid model promotes student autonomy and motivates them to be responsible and not just passive entities that receive information. From the administrative point of view, it provides flexibility that allows better use of physical spaces (UNAM, 2021 AU65: The in-text citation "UNAM, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Hybrid provides a degree of flexibility in terms of when and where online learning takes place. Students can access these resources and complete assignments according to their own schedule and location, seeking to take advantage of the best of in-person interaction and the flexibility of online learning.
Virtual Education: Virtual education is an educational modality that is carried out exclusively online using digital platforms, information, and communication technologies where both teachers and students interact and participate in the teaching process. -learning through the Internet, without the need to be essentially present in a traditional classroom. Distance education or non-face-to-face education therefore emerges as an alternative for modern societies in the face of the interest in expanding education and raising the levels of instruction of large groups of people, especially highlighting those who cannot permanently attend the centers. educational (Covarrubias, 2021 AU66: The in-text citation "Covarrubias, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), this modality is flexible in schedules, adjusts to needs and is personalized. Virtual education has become especially relevant in the age of digital technology and has seen significant growth in educational institutions of all types.
Microlearning or Microlearning: Microlearning refers to the realization of small efforts made in short periods of time in sessions of 5 to 15 minutes (Palazón, 2015), it focuses on the delivery of small units of content in a brief and concise manner with the objective to facilitate learning and retention of information. In these short content units, they are designed so that the student has brief lessons and tasks with the same characteristic, with the idea that fragmenting them facilitates learning.