Validation of a Model for the Formalization of Personal Learning Pathways Through Expert Judgment

Abstract

Personalized learning pathways enable students to take an active role in their learning. Therefore, the development of models that facilitate their design is crucial. This study aims to validate a model for formalizing personalized learning pathways for higher education students using the expert judgment technique. Two questionnaires were designed to validate content and internal consistency, respectively. The content was validated by a group of experts (n=12), while the internal consistency was validated by a nominal group (n=8). The results of content validity were satisfactory, and the level of agreement between judges, as measured by Kendall’s W test, was statistically significant in the implementation (p=0.007) and reflection (p=0.035) phases. To increase internal consistency, the study recommends implementing a simplified implementation scheme, adjusting the start-up phase in the conditional components (teacher digital literacy and technological environment), and incorporating teacher-student co-design. The improved ACDGE model emerges as a standard for designing learning pathways for higher education, minimizing the need to search for solutions to known problems.