Diseño instruccional como recurso dinámico en los procesos comunicativos intergeneracionales en entornos virtuales de aprendizaje

Eduardo Tovar Murcia; Miguel Ángel Tovar Cardozo; Carlos Alberto Mejía Botello; Karol Stefanía Amaya García

doi:10.31637/epsir-2026-2220

Authors

Eduardo Tovar Murcia Corporación Universitaria Minuto de Dios https://orcid.org/0000-0003-2535-2902
Miguel Ángel Tovar Cardozo Corporación Universitaria Minuto de Dios https://orcid.org/0000-0002-6839-032X
Carlos Alberto Mejía Botello Corporación Universitaria Minuto de Dios https://orcid.org/0000-0002-2569-397X
Karol Stefanía Amaya García Corporación Universitaria Minuto de Dios https://orcid.org/0000-0003-3353-9865

DOI:

https://doi.org/10.31637/epsir-2026-2220

Keywords:

Instructional Design, Intergenerational Communication, Virtual Education, Adult University Student, Digital Competencies, Instructional Psychology, Constructivism, Connectivism

Abstract

Introduction: This article aimed to analyze the scope of instructional design (ID) at the undergraduate level in relation to intergenerational communicative processes, framed within the interaction between young adults and middle-aged adults. Methodology: Two objectives were established: (a) to identify the level of satisfaction among university Two objectives were set: (a) to determine university students' satisfaction with age-group interactions, and (b) to enhance the theoretical analysis of the link between learning theory and instructional psychology. Using a descriptive cross-sectional design, an ad hoc questionnaire was administered to a convenience sample of 3,000 adult students enrolled in traditional distance learning undergraduate programs at a private Colombian university. Results: The data reflect a positive assessment of intergenerational interaction processes and of the role of ID in communicative mediation, with emphasis on mutual recognition and the integration of diverse knowledge. Discussions: The findings suggest that ID facilitates the breaking of stereotypes about middle adulthood and promotes collaborative learning environments grounded in constructivist and connectivist theories. Conclusions: Instructional design represents a formative opportunity that enhances knowledge acquisition in middle-aged adults while strengthening bonds with their younger peers.

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Author Biographies

Eduardo Tovar Murcia, Corporación Universitaria Minuto de Dios

Doctor of Education from Nova Southeastern University and Master of Literature from the University of the Andes. Junior researcher recognised by Minciencias. His research focuses on academic reading, digital reputation, university intrapreneurship, and the incorporation of artificial intelligence in educational contexts. He has led qualitative, quantitative, and mixed studies, including systematic reviews and meta-analyses. He actively participates in academic networks and has presented papers at national and international conferences.

His publications address the development of critical skills, the impact of emerging technologies, and pedagogical innovation in higher education. He is currently researching the relationship between social media use and academic performance, and reading motivation mediated by digital tools.

Miguel Ángel Tovar Cardozo, Corporación Universitaria Minuto de Dios

Doctor of Education from Nova Southeastern University, Master's Degree in Free Software, and Specialist in Computing for Teaching. Junior Researcher recognised by Minciencias. With over 15 years of experience in university and technical teaching, I have specialised in skills-based training in the field of computer systems. I have a solid background in hardware, software, and computer network administration, which allows me to bring a comprehensive and up-to-date approach to the teaching-learning process.

Carlos Alberto Mejía Botello, Corporación Universitaria Minuto de Dios

Public Administrator, Project Management Specialist, and Master's Degree in Peace, Development, and Citizenship. He works as a university professor at the Minuto de Dios University Corporation, with fourteen years of experience in training professionals in administrative and social development areas. His career combines project management with the promotion of peace and citizenship, focusing on institutional strengthening and social transformation. He has led academic and community processes, contributing to the comprehensive development of his students and the improvement of educational quality. His commitment and leadership position him as a leader in the academic and social spheres.

Karol Stefanía Amaya García, Corporación Universitaria Minuto de Dios

Doctorate in Education from Nova Southeastern University, Master's Degree in Education with an emphasis on curriculum design, management, and evaluation, and Bachelor's Degree in Early Childhood Education from the Universidad Surcolombiana. Junior researcher recognised by Minciencias, with more than nine years of experience as a higher education teacher and three years as an academic coordinator of an undergraduate programme. She has conducted research on competency-based training, academic assessment, and educational inclusion. Complementary training in university teaching, virtual education, and scientific writing. Professional focus on pedagogical innovation, curriculum management, and continuous improvement of teaching practice, contributing to the strengthening of academic and training processes in the university environment, with a firm commitment to educational quality and comprehensive human development.

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