Pedagogical strategy for hybrid learning with media convergence in Higher Education

Abstract

The present research focused on the development of a pedagogical strategy for hybrid learning with media convergence in higher education, addressing the need for educational models adapted to the current context. A mixed methodology that included theoretical, empirical and statistical methods for data processing was employed. The results revealed a significant dichotomy: on the one hand, students positively valued the hybrid environment for content comprehension and recognized the benefits of media convergence; however, a notable dissatisfaction with the technological tools implemented was evidenced. The pedagogical strategy developed was structured in four fundamental pillars: initial diagnosis, instructional design, implementation and evaluation, providing a systematic framework for the effective integration of face-to-face and virtual modalities. This study contributes significantly to the field of higher education by proposing a structured model that responds to the current needs of hybrid learning, although it suggests the need to strengthen technological implementation and teacher training to maximize its effectiveness.