Educación híbrida y resultados de aprendizaje en la formación universitaria: una revisión narrativa
Year: 2026
Type: article
Abstract: Introduction: Hybrid education integrates face-to-face and digital experiences, but its effects on university learning depend on pedagogical decisions and institutional conditions. Methodology: A narrative review and thematic synthesis of academic literature on blended learning, interaction, self-regulation, assessment and achievement were conducted. Foundational theoretical contributions, reviews and empirical studies were examined without applying a systematic-review protocol or meta-analytic estimates. Results: The literature indicates that hybrid environments can increase flexibility and support participation, autonomy and access to resources. Nevertheless, benefits are not uniform: they depend on instructional design, interaction quality, digital skills, feedback and equitable access. Comparisons across modalities differ in context, measurement instruments and definitions of outcomes; consequently, improvements cannot be attributed solely to the combination of face-to-face and online learning. Active strategies and formative assessment emerge as relevant components of integrated learning experiences. Conclusions: Hybrid education is a relevant option for university education when learning objectives, activities and assessment are aligned within a coherent model. Longitudinal and comparative studies are needed to distinguish measured achievement from self-reported satisfaction and examine digital inequalities.
DOI: 10.63969/wz7c0m22
Author: Rosa Andrea Cobeña Talledo
Institution: Universidad Del Pacífico Ecuador
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7223467326