Abstract:

The incorporation of technologies and virtual models in open and distance education, in some cases, has privileged the forms, the continents over the contents. The traditional printed texts and evaluation tools have been adapted to virtual spaces accompanied by a set of audiovisual resources and performance indicators that seek to enhance the acquisition of theoretical and practical knowledge. The article presents an evaluation to the learning and domains of creative writing competences by the students of the social communication degree of the Universidad Técnica Particular de Loja, in the Republic of Ecuador. The methodology is qualitative through content analysis and semi-structured interviews. The content analysis is made to a random and stratified sample, by places of residence of the students, of the mid-term and final evaluations of two courses: Literature and Journalistic Genres, in the academic semester April - August 2018. The interviews they are applied to a group of 12 students of the referred courses to know who, in addition to the texts and the virtual program, have complemented their learning with other resources such as paper texts or have worked in pre-professional practices and have acquired writing skills. The research hypothesis is: The formats of teaching and mechanical evaluation employed lead to a functional writing model in demerit of literary creation. It is concluded that the resources and education technologies used in the social communication degree of the Universidad Técnica Particular de Loja, demand greater dedication and time of the teachers, to develop creative writing skills in the students, since it is necessary to complement the Online and distance resources with the frequent pedagogical mediation of teachers

Keywords:

Distance education, creative writing, digital competence, educational communication.