Virtual Course through the PRADDIE Model in High School Education
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Abstract
This paper presents an experience in creating a virtual mode course, breaking the barriers of time and space in a public university.
This project was carried out using the PRADDIE teaching model, employing five of the six stages that comprise it: pre-analysis, analysis, design, development and evaluation phase, which manifests in all other phases being one of the features of this instruction model. Also, for the instructional design theoretical currents suggested by Le flore (2000), constructivism, the principles of the cognitive theory, and the basic principles of Gestalt were considered.
This project was carried out using the PRADDIE teaching model, employing five of the six stages that comprise it: pre-analysis, analysis, design, development and evaluation phase, which manifests in all other phases being one of the features of this instruction model. Also, for the instructional design theoretical currents suggested by Le flore (2000), constructivism, the principles of the cognitive theory, and the basic principles of Gestalt were considered.
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Bermúdez Ceregatti, F. A. (2016). Virtual Course through the PRADDIE Model in High School Education. Revista Mexicana De Bachillerato a Distancia, 8(15), 47–53. https://doi.org/10.22201/cuaed.20074751e.2016.15.57372
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