Instructional Design for a Virtual Teaching-Learning Environment (VTLE): Process, Structure And Validation By Experts

Norka Bedregal-Alpaca, Doris Tupacyupanqui-Jaén, Lucy Delgado-Barra, Karim Guevara, Leticia Laura-Ochoa

Research output: Contribution to journalArticlepeer-review


To design and implement quality training actions, teachers follow a conscious and non-routine process, so it is useful to have a model that standardizes and guides this process. Courses designed for virtual environments must respond to models focused on student learning, so a design based on the constructivist approach is proposed that identifies the learning objectives, groups the contents into units, involves the student in learning and evaluation activities; proposes timely feedback and promotes the transfer of knowledge and the development of skills and attitudes. To validate the proposed design, 10 experts were selected. To qualify them, the coefficient of expert competence was calculated and to collect their appreciation of the proposed instructional design, a questionnaire with Likert-type scale questions was applied. The results show that the general assessment of the experts is positive and consistent with the proposal.

Original languageEnglish
Article number18027
JournalJournal of Information Systems Engineering and Management
Issue number4
StatePublished - 2022

Bibliographical note

Funding Information:
This work was carried out in the framework of the project "Adaptive SPOC for the training of university teachers in active methodologies" with contract NºIBA-26-2021-UNSA. The authors would like to thank the Universidad Nacional de San Agustín de Arequipa for the support received in the execution of this project.

Publisher Copyright:
Copyright © 2022 by Author/s and Licensed by IADITI.


  • constructivist approach
  • expert judgment
  • Instructional design
  • virtual teaching-learning environments


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