Instructional design of digital education for teacher training

Abstract

This article analyzes the incidence of digital education in teacher training in the modalities of b-learning and e-learning. The research proposed three case studies. The first study evaluates the effects of a TIC training course in b-learning mode in the digital competence of teachers in an Ecuadorian university. The second study identified the key components of the instructional design of a postgraduate program in the e-learning modality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course through development of digital and informational competencies for Ecuadorian higher education staff. The results showed that he instructional design of the training courses does not meet the needs and expectations of the digital competence, nor does it show an improvement in ICT practices in the classroom; the master degree analyzed is considered as a valid, innovative and updated proposal for the training of professionals and researchers in Educational Technology and the design of the activities is key to the promotion of deep learning in online education; and instructional re-design, based on the results of the previous studies, contributes to the quality of digital teacher training in the University. These three studies allow a comprehensive view of the results of research on digital education and university staff training in b-learning and e-learning.