How to validate a didactic and methodological structure for online and blended executive courses

Abstract

Objectives

This paper aims to validate the feasibility and relevance of the didactic and methodological structure developed to deliver Online and Blended courses in a rapidly evolving educational landscape.

Theoretical framework

The study has developed and validated a didactic and methodological structure for online and executive courses based on the Behaviourist Learning Theory, which emphasises the role of stimuli and responses in learning, and the Constructivist Theory, which focuses on the learner's active role in constructing knowledge.

Methodology

The study employed a comprehensive approach, using three methods (Delphi, Focus Group and Triangulation) to validate the feasibility and relevance of the didactic and methodological proposals. This validation is not an isolated event; instead, it is a direct consequence of the design and implementation of the didactic and methodological structure process. Thus, this multi-method approach ensures the robustness of our findings.

Results/implications

The results confirm the feasibility and relevance of the didactic and methodological structure. These results will contribute to the literature by presenting a didactic and methodological structure for delivering online and blended courses. Additionally, the study offers a practical, step-by-step process to create this type of structure for online and blended courses and a dynamic, participatory and robust methodology to enhance the effectiveness of academic management.