Year: 2025
Type: article
Abstract: The digital transformation of higher education has introduced unprecedented challenges and opportunities for didactic innovation and educational research. This article offers a critical and systematic exploration of the relevance and effectiveness of action research as a methodology for developing didactic strategies in university online environments. From a constructivist and systemic perspective, it analyzes the theoretical foundations of meaningful learning, educational technology integration, and the mediating role of teachers in the digital era. The text reviews methodological evolution toward iterative cycles, the use of automated records, digital artifacts, and data triangulation for continuous improvement, highlighting the value of student participation and knowledge democratization. Innovative teaching strategies are identified—such as microforums, collaborative mind maps, problem-based projects, and gamification—evaluating their impact on participation, autonomy, and motivation. Additionally, it addresses challenges of equity, teacher training, and inclusion, proposing ethical principles and rigorous criteria for educational research in virtuality. Finally, trends are discussed for consolidating a transformative, inclusive, and 21st century competency-aligned virtual education.
Authors: Clara Alejandra Beltrán-Fierros, Jesús Alicia Sandoval-Favela, Adrián Meza-Laveaga, José Antonio Soto Bernal
Institution: Universidad Autónoma de Sinaloa
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7083456087
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