Gorde:
| Egile Nagusiak: | , |
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| Formatua: | Recurso digital |
| Hizkuntza: | |
| Argitaratua: |
Zenodo
2026
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| Sarrera elektronikoa: | https://doi.org/10.5281/zenodo.19927308 |
| Etiketak: |
Etiketa erantsi
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Aurkibidea:
- <p>Drawing on recent empirical studies, meta-analyses, and theoretical frameworks from educational psychology and instructional design, the analysis reveals that neither modality is universally superior; rather, their effectiveness is contingent upon contextual factors including subject matter, learner characteristics, institutional resources, and pedagogical implementation. The article argues that a blended or hybrid approach, which strategically integrates the strengths of both modalities while mitigating their respective limitations, represents the most promising pathway for equitable and effective education in the post-pandemic era. Policy recommendations include investing in digital infrastructure, enhancing teacher training in pedagogical technology, developing adaptive assessment frameworks, and prioritizing learner-centered design in educational innovation.</p>