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Vol. 23. Issue 2.
Pages 117-127 (July - December 2018)
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Vol. 23. Issue 2.
Pages 117-127 (July - December 2018)
Original
The instructional effectiveness of two virtual approaches: Processes and product
La eficacia instruccional de dos enfoques virtuales: procesos y producto
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Judit García-Martína,b, Jesús-Nicasio García-Sánchezb,
Corresponding author
jn.garcia@unileon.es

Corresponding author.
a Departamento de Educación, Universidad Europea del Atlántico (UNEATLÁNTICO), Santander, Spain
b Departamento de Psicología, Sociología y Filosofía, Universidad de León (UNILEON), León, Spain
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Tables (4)
Table 1. Distribution of participants according to virtual instructional approach, sex and age
Table 2. Pre- and post-intervention assessment instruments and tasks
Table 3. Descriptive statistics and results of the analysis of measures of job seeking skills where the instructional approach employed (processes versus product) is considered as the between-subject factor and time (pre-test versus post-test) is considered as the within-subject factor
Table 4. Descriptive statistics and results of the analysis of measures of written communication skills where the instructional approach employed (processes versus product) is considered as the between-subject factor and time (pre-test versus post-test) is considered as the within-subject factor
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Abstract

We tested the relative instructional effectiveness of two virtual approaches delivered via a free online training programme: product and process. By product, we mean that learning focuses on analysis of performance, execution, success or final results, which can be measured by indicators such as productivity or quantity of ideas. By processes, we mean that learning focuses on the orchestration, dynamics and deployment of the learner's mental process, and other variables that modulate the acquisition of any skills. To this end, we designed and implemented a virtual instructional skills programme as a free university continuing education course delivered online and lasting 75hours, using a learning management system (LMS), namely the University of Leon's External Moodle, in which 286 people participated. The results indicate that the two virtual approaches designed using the LMS exerted a positive effect on the acquisition of diverse contents, skills and strategies, and an increase was observed in self-efficacy, generalisation, the emotional component, practical application and positive attitudes towards written communication skills.

Keywords:
Intervention in processes
Intervention in product
Skills
Learning management system
Moodle
Resumen

Se examina la eficacia instruccional de dos enfoques virtuales de un programa formativo en línea. Uno, con énfasis en el producto, centrado en la calidad y en el desempeño adecuado de una serie de indicadores tales como productividad, coherencia, estructura y otro, en los procesos focalizado en la orquestación dinámica, en el despliegue de los procesos y en su recursividad. Para ello, se diseña e implementa un programa instruccional virtual en competencias como curso en línea de extensión universitaria de 75 horas, a través de un Learning Management System (LMS), en concreto el Moodle Externo de la Universidad de León en el que participan 286 personas. Los resultados demuestran que los dos enfoques virtuales diseñados a través del LMS tienen efectos positivos en el aprendizaje de contenidos, habilidades y estrategias diversas, observándose incrementos en la autoeficacia, en la generalización, en el componente emocional, en la realización práctica y en las actitudes positivas hacia la competencia comunicativa escrita.

Palabras clave:
Intervención en procesos
Intervención en producto
Competencias
Sistema de Gestión de Aprendizaje
MOODLE

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