Didactic and pedagogical strategies, pedagogical models and technological tools in higher education mediated by ICT

Abstract

The aim of this article is to carry out a systematic review of the didactic and pedagogical strategies, the pedagogical models and the technological tools with which ICT-mediated higher education students achieve better academic results. To carry out the systematic review, the PRISMA methodology was applied, selecting a total of 52 articles from the Scielo, Dialnet plus, JSTOR, Proquest, Science Direct, Scopus and Emerald Insight databases. Regarding the didactic and pedagogical strategies, gamification, storytelling, case-based learning, problem-based learning, collaborative learning and flipped learning are identified as trends, which despite generating improvements in the academic results of students, present difficulties at the time of being implemented due to the capacities of teachers to propose innovative proposals and the willingness of universities to finance and support this type of initiative. Regarding pedagogical models, a prevalence of constructivism was observed, as well as the integration of the TPACK and TELL models, which seek to respond to learning needs from communication, self-regulated processes in individuality, the generation of knowledge from experience, the application of knowledge in controlled environments by students, the promotion of digital literacy, and the use of technology to generate knowledge. Finally, LMS, social networks and online simulators are identified as technological opportunities to improve the academic results of students.