Sistematización teórica sobre el aprendizaje universitario en Psicología: comparativa de las modalidades híbrida y presencial

Abstract

This paper aims to describe the results of the theoretical framework analysis of the University of Panama’s doctoral thesis titled: “Comparative study of hybrid and in-person modalities in Psychology: perceptions, associated factors, and their impact on learning outcomes at Universidad Laica Vicente Rocafuerte de Guayaquil.” In this framework, it examines the theoretical systematization generated in the hybrid and in-person learning processes of Psychology programs, the review of teaching models, their applicability, and their focus in higher education. It is framed as a key strategy in Latin America, especially after the COVID-19 pandemic, which evidenced and deepened inequalities in access and the quality of preexisting schemes up to that date. It highlights the need for a model that combines in-person and virtual activities to expand coverage, flexibilize learning processes, and attend to diverse populations, including rural areas and people with special needs, although a contextual analysis gap remains regarding its impact on learning outcomes in theory-practice fields like psychology.