| Revista: | Reincisol |
| Base de datos: | |
| Número de sistema: | 000573857 |
| ISSN: | 2953-6421 |
| Autores: | Ruiz Muñoz, Geovanny Francisco1 Luque Letechi, Alex Leopoldo1 Paz Zamora, Yomira Elizabeth1 |
| Instituciones: | 1Universidad de Guayaquil, Guayaquil, Guayas. Ecuador |
| Año: | 2024 |
| Volumen: | 3 |
| Número: | 5 |
| Paginación: | 745-766 |
| País: | Ecuador |
| Idioma: | Español |
| Tipo de documento: | Artículo |
| Resumen en inglés | This article systematically reviewed primary sources that compared the ADDIE and SAM instructional models in the design of digital learning environments. An extensive search was conducted in academic databases, selecting peer-reviewed studies published in the last years. The main findings and theories presented in each source were characterized and analyzed in-depth, identifying successes and failures. It was concluded that both models have strengths and weaknesses that must be carefully evaluated according to the specific objectives, resources, and characteristics of each educational project. While the ADDIE model excels in its systematic and structured approach, the SAM model stands out for its flexibility and adaptability. The selection of the most appropriate model depends on various factors and contexts, and the possibility of combining elements from both models to leverage their respective advantages is suggested. Additionally, future trends point toward agile and adaptive approaches, which could favor the adoption of the SAM model or the integration of elements from both models. |
| Resumen en español | El presente artículo revisó sistemáticamente las fuentes primarias que compararon los modelos instruccionales ADDIE y SAM en el diseño de entornos de aprendizaje digitales. Se realizó una búsqueda exhaustiva en bases de datos académicas, seleccionando estudios revisados por pares y publicados en los últimos años. Se caracterizaron y analizaron en profundidad los principales hallazgos y teorías expuestos en cada fuente, identificando aciertos y desaciertos. Se concluyó que ambos modelos presentan fortalezas y debilidades que deben evaluarse cuidadosamente según los objetivos, recursos y características específicas de cada proyecto educativo. Mientras el modelo ADDIE destaca por su enfoque sistemático y estructurado, el SAM se distingue por su flexibilidad y capacidad de adaptación. La selección del modelo más adecuado depende de diversos factores y contextos, y se sugiere la posibilidad de combinar elementos de ambos para aprovechar sus ventajas respectivas. Además, las tendencias futuras apuntan hacia enfoques ágiles y adaptativos, lo cual podría favorecer la adopción del modelo SAM o la integración de elementos de ambos modelos. |
| Disciplinas: | Educación |
| Palabras clave: | diseño instruccional, entornos de aprendizaje digitales, modelo ADDIE, modelo SAM., Didáctica |
| Keyword: | This article systematically reviewed primary sources that compared the ADDIE and SAM instructional models in the design of digital learning environments. An extensive search was conducted in academic databases, selecting peer-reviewed studies published in the last years. The main findings and theories presented in each source were characterized and analyzed in-depth, identifying successes and failures. It was concluded that both models have strengths and weaknesses that must be carefully evaluated according to the specific objectives, resources, and characteristics of each educational project. While the ADDIE model excels in its systematic and structured approach, the SAM model stands out for its flexibility and adaptability. The selection of the most appropriate model depends on various factors and contexts, and the possibility of combining elements from both models to leverage their respective advantages is suggested. Additionally, future trends point toward agile and adaptive approaches, which could favor the adoption of the SAM model or the integration of elements from both models., Didactics |
| Texto completo: | Texto completo (Ver PDF) |
