Motivación y desempeño en la enseñanza en línea en Latinoamérica: revisión sistemática de experiencias estudiantiles
| Pages | 126-145 |
| Date | 01 July 2025 |
| Published date | 01 July 2025 |
| Author | Marco Antonio Correa-Guarniz,Elisabeth Viviana Lucero-Baldevenites,Gabriel Alejandro Rivadeneira-Fuel,Ana María Flores-Pérez |
| Subject Matter | Ciencias sociales |
Revista Arbitrada Interdisciplinaria KOINONIA
Año X. Vol X. N°20. Julio-Diciembre. 2025
Hecho el depósito de Ley: FA2016000010
ISSN: 2542-3088
FUNDACIÓN KOINONIA (F.K). Santa Ana de Coro. Venezuela.
Marco Antonio Correa-Guarniz; Elisabeth Viviana Lucero-Baldevenites; Gabriel Alejandro Rivadeneira -Fuel; Ana María Flores-Pérez
126
https://doi.org/10.35381/r.k.v10i20.4630
Motivación y desempeño en la enseñanza en línea en Latinoamérica: revisión
sistemática de experiencias estudiantiles
Motivation and performance in online teaching in Latinoamerica: systematic
review of student experiences
Marco Antonio Correa-Guarniz
mcorreagu@ucvvirtual.edu.pe
Universidad Cesar Vallejo, Lima, Lima
Perú
https://orcid.org/0000-0001-5867-9907
Elisabeth Viviana Lucero-Baldevenites
viviana.lucero@ulpgc.es
Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Canarias
España
https://orcid.org/0000-0002-1328-8117
Gabriel Alejandro Rivadeneira-Fuel
garivadeneirafu@uide.edu.ec
Universidad Internacional del Ecuador (UIDE), Quito, Pichincha
Ecuador
https://orcid.org/0009-0002-1361-3896
Ana María Flores-Pérez
ana.flores@cch.unam.mx
Universidad Nacional Autónoma de México, Ciudad de México, Distrito Federal
México
https://orcid.org/0000-0001-9882-9033
Recibido: 13 de marzo 2025
Revisado: 23 de abril 2025
Aprobado: 28 de junio 2025
Publicado: 01 de julio 2025
Revista Arbitrada Interdisciplinaria KOINONIA
Año X. Vol X. N°20. Julio-Diciembre. 2025
Hecho el depósito de Ley: FA2016000010
ISSN: 2542-3088
FUNDACIÓN KOINONIA (F.K). Santa Ana de Coro. Venezuela.
Marco Antonio Correa-Guarniz; Elisabeth Viviana Lucero-Baldevenites; Gabriel Alejandro Rivadeneira -Fuel; Ana María Flores-Pérez
127
RESUMEN
El avance vertiginoso de las nuevas tecnologías, ha contribuido favorablemente durante
los últimos cinco años al desarrollo de la educación en línea. En este sentido, la presente
revisión sistemática tuvo como objetivo examinar 35 estudios empíricos (2020-2025)
sobre educación virtual en América Latina, identificando así, interdependencias críticas
entre motivación estudiantil, desempeño académico y experiencia de aprendizaje. Para
ello se llevó a cabo un estudio con enfoque cualitativo, donde se empleó el protocolo
PRISMA como principal recurso metodológico. De esta forma, los hallazgos revelan que
el éxito de la educación virtual regional requiere abordar simultáneamente dichas
dimensiones mediante políticas centradas en equidad tecnológica, formación docente
contextualizada y modelos híbridos balanceados. Por lo que, la triada dinámica articula
desafíos específicos cuando los entornos virtuales garantizan autonomía,
retroalimentación efectiva, accesibilidad universal, y a su vez, consolidan aprendizajes
tanto académicos como efectivos.
Descriptores: Motivación para el aprendizaje; educación a distancia; rendimiento
académico; experiencia del estudiante. (Tesauro UNESCO).
ABSTRACT
The swift advancement of emerging technologies over the past five years has significantly
fostered the development of online education. Accordingly, this systematic review aimed
to examine 35 empirical studies (2020–2025) on virtual education in Latin America,
thereby identifying critical interdependencies among student motivation, academic
achievement, and learning experience. Employing a qualitative design, the study utilized
the PRISMA protocol as its principal methodological framework. Findings indicate that the
success of regional virtual education necessitates concurrently addressing these
dimensions through policies centered on technological equity, contextualized teacher
training, and balanced hybrid models. Thus, the dynamic triad presents specific
challenges when virtual environments guarantee learner autonomy, effective feedback,
and universal accessibility, while simultaneously consolidating both academic and
affective learning outcomes.
Descriptors: Learning motivation; distance education; academic performance; student
experience. (UNESCO Thesaurus).
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