Universidad Autónoma de Sinaloa (MEXICO)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Pages: 4381-4389
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
The constant development of the Information and Communications Technology (ICT) and its incorporation in education has generated changes and transformations in all levels of education, especially in higher education, which require adding new elements and new forms of intervention commensurate with the advances of this century, that allow to generate, organize and disseminate knowledge more easily, accessible and effective for students.

In this sense, the education modality blended-learning allows us to combine the benefits of classroom learning and online learning through the use of new technological tools, however all training model, including blended-learning, requires a specific programming, founded and organized in each of its elements curricular, technological and administrative that form, so it is essential to consider the instructional design in the strategic planning of each course.

The Instructional design is a systematic process, planned and structured, based on theories of learning and instructional theories in order to achieve learning objectives. In this process, will produce activities and educational materials that meet the needs of students.

This study analyzes the level of satisfaction of a group of students enrolled in the third semester of the program in Information Systems Engineering, at the Computer Science Faculty of Mazatlan, at the Autonomous University of Sinaloa. This group attended the course Software Engineering implemented with an approach on blended-learning and planning was conducted from ADDIE instructional design model, which involves five phase: Analyze, Design, Develop, Implement and Evaluate, where the results of the formative evaluation of each phase can lead to instructional designer back to any of the previous phases.

In the development of analysis we used two different but complementary instruments to our object of study: satisfaction questionnaire and focus groups with students.

The contributions of this paper are related to the effectiveness and level of satisfaction on the implementation of blended-learning using the methodology of ADDIE instructional design in university students.
Blended-Learning, Instructional Design, Higher Education, Information and Communications Technology, Learning Management System, Moodle.