Indicadores de confianza de la educación en modalidad híbrida en universidades públicas ecuatorianas
DOI:
https://doi.org/10.31637/epsir-2026-2455Palabras clave:
modalidad híbrida, percepción estudiantil, validación de instrumento, educación superior, análisis factorial, regresión linealResumen
Introducción: La transición hacia la modalidad híbrida en la educación superior, acelerada por la pandemia, evidenció la necesidad de instrumentos válidos y confiables para evaluar la experiencia estudiantil en este nuevo entorno educativo. Metodología: Se aplicó un diseño cuantitativo de tipo descriptivo-correlacional, con una muestra de 491 estudiantes universitarios. Se utilizó un cuestionario de 20 ítems sometido a análisis factorial exploratorio (AFE), confirmatorio (AFC) y regresión lineal. Resultados: El AFE mostró un KMO de 0.936 y una varianza explicada del 63.1%. El AFC confirmó un modelo unidimensional con excelente ajuste (χ² = 35.222; p < .001; RMSEA = 0.039; CFI = 0.996). El modelo de regresión explicó el 79.5% de la varianza en la percepción de efectividad (R² = 0.795), siendo significativas las variables accesibilidad, interacción, autonomía y comparación. Los resultados validan el instrumento y revelan que la percepción de efectividad de la modalidad híbrida está mediada por factores pedagógicos clave, coincidiendo con hallazgos previos y aportando evidencia en contextos hispanohablantes. Conclusión: La modalidad híbrida puede consolidarse como alternativa educativa viable si se garantiza accesibilidad, interacción docente y autonomía del estudiante.
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Derechos de autor 2025 Rously Eedyah Atencio González, Julio Juvenal Aldana Zavala
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