Aprendizaje combinado: ComparaciÓn de programas de formaciÓn docente en RepÚblica Dominicana y VenezuelaBlended learning enables the integration of face-to-face and virtual activities through the use of ICT. The purpose is comparing the design of virtual classrooms used in semi-presential teacher training programs in the Dominican Republic and Venezuela. The research is quantitative with a basic descriptive design. An ad hoc questionnaire was used as an instrument, applied to a simple random sample of 113 virtual classrooms. The results reveal similar perspective in both countries. Virtual classrooms feature readable information, color schemes, and consistent use of icons, buttons, and fonts; they also show a diversity of resources, online assessment process, and sequential content organization. Nevertheless, weaknesses were identified, as the lack of accessibility for individuals with visual disabilities and a limited articulation between online and face-to-face activities. In conclusion, while notable strengths were found, deepening the integration of virtual and face-to-face activities is needed to enhance the effectiveness of the training programs.
Keywords:
blended learning; teacher education; digital platforms; electronic learning; educational technology