Comparación de la educación a distancia con la educación presencial: modelos de educación, diseños instruccionales y rendimiento académico de los alumnos


  • Francisco Javier Jardines Garza UANL



Abstract. In this paper we present a comparative analysis between distance education vs. traditional education trough three issues: teaching models, instructional design, and academic performance. In each issue we highlight the follow topics: a) teaching models: distance education is growing, however we do not expect the elimination of the traditional education, b)Instructional design: this issue is different between distance education vs. traditional
education, and c) academic performance: there is no significant difference in academic
results for students who develop a distance learning courses and students taking the same
courses in a classroom.

Key words: Academic performance, instructional designs, distance education, information technology in education, teaching models.

Resumen. En este documento se revisan tres aspectos comparativos de la educación a distancia y la educación presencial como son: los modelos de educación, el diseño instruccional y el rendimiento académico de los alumnos. En cada uno de los aspectos considerados, se destaca lo siguiente: Modelos de educación; el modelo de educación a distancia tiende a ampliarse, sin embargo no se prevé la eliminación del modelo presencial. Diseño instruccional; el diseño instruccional del modelo de educación a distancia es diferente al diseño de educación presencial. Rendimiento académico; se observa que no hay diferencia significativa en los resultados académicos obtenidos por los alumnos que
desarrollan un curso a distancia y los alumnos que desarrollan el mismo curso de manera presencial.

Palabras clave: Diseños instruccionales, educación a distancia, modelos de educación, rendimiento académico de los alumnos, tecnologías de información en la educación.


Los datos de descargas todavía no están disponibles.


Allen, I. E. & Seaman, J., 2003. Sizing the opportunity: The quality and extent of online education in the United States, 2002 and 2003 [Versión electrónica]. Needham, MA, EE. UU.: The Sloan Consortium. Recuperado el 15 de diciembre de 2005 de:

American Mathematical Association of Two-Year Colleges,1999. Distance learning task force report. Documento presentado en la 25th Annual Conference of the American Mathematical Association of Two-Year Colleges. Pittsburgh, PA, EE. UU. (No. de servicio de reproducción de documentos ERIC No. ED 447 850).

Astleitner, H., 2002. Teaching critical thinking online [Versión electrónica]. Journal of Instructional Psychology, 29(2), 53-76. Recuperado el 28 de julio de 2004 de: Carnevale, D. & Olsen, F. (2003, junio). How to succed at distance education. The Chronicle of Higher Education, 49(40), A31-A32.

Bates, T., 1995. Technology, open learning and distance education. Londres, Inglaterra: Routledge.

Becerra-Fernández, I. & Stevenson, J. M., 2001, primavera. Knowledge management systems & solution for the school principal as chief learning officer. Education, 121(3), 508-518.

Boghikian-Whitby, S., 2003. To take or not to take? The future of distance learning: A quasiexperiment comparison of the effectiveness of Internet-based distance learning versus face-to-face classroom. (Disertación doctoral, Universidad de La Verne, 2003). Dissertation Abstracts International, 64(02), 416A. (UMI No. 3081990)

Carpenter, R., 1998. The anywhere MBA. Canadian Business,

(17), 62-66.

Chu, G. C. & Schramm, W., 1967. Learning from television: What the research says. Washington, DC, EE. UU.: National Association of Educational Broadcasters. DOI:

Chute, A., Thompson, M. & Hancock, B., 1999. The McGraw-Hill handbook of distance learning: A “how to get started guide” for trainers and human resources professionals. Nueva York, NY, EE. UU.: McGraw-Hill.

Clark, R. E., 1983, invierno. Reconsidering research of learning for media. Review of Educational Cohen, A. (1999). The hopeful marriage of community colleges and distance education: True love at last. Los Angeles, CA, EE. UU.: Center for the Studies of Community Colleges. (No. de servicio de reproducción de documentos ERIC No. ED 460 699)

Claudet, J., 2001. Using multimedia cases to invigorate school leaders organizational learning. Journal of Educational Media, 26(2), 93-104. DOI:

Cohen, J., 1988. Statistical power analysis for the behavioral sciences (2a. ed.). Hillsdale, NJ, EE. UU.: Lawrence Erlbaum Associates Publishers.

Cohen, P. A., Ebeling, B. J. & Kulik, J. A., 1981. A meta-analysis of outcomes studies of visual based instruction. Educational Communication & Technology Journal, 29(1), 26-36 DOI:

Connick, G. P., 1999. The distance learner’s guide. Upper Saddle River, NJ, EE. UU.: Prentice Hall.

Cross, K. P., 1981. Adults as learners: Increasing participation and facilitating learning. San Francisco, CA, EE. UU.: Jossey-Bass.

De Caprariis, P., 2000. Constructivism in an online learning: A view from the science faculty. Educational Technology, 40(6), 41-45.

Díaz, D. P., 2000, marzo/ abril. Carving a new path for distance education research. The Technology Source Archives. Recuperado el 30 de Julio de 2004 de: http:// research/

Domínguez, P. S. & Ridley, D., 1999. Reassessing the assessment of distance education courses: A proposal for an alternative framework in higher education [Versión electrónica]. T.H.E. Journal. Recuperado el 12 de julio de 2006 de: http://

Farber, J., 1998. The third circle: On education and distance learning. Sociological Perspectives, 41(4), 797-814. DOI:

Flottemesch, K., 2000, mayo/ junio. Building effective interaction in distance education: A review of the literature. Educational Technology, 40(3), 46-51.

Gagne, M. & Shepherd, M., 2001, abril. Distance learning in accounting: A comparison between a distance and a traditional graduate accounting class. T.H.E. Journal, 28(9), 58-60, 62, 64-65.

Greco, J. A., 1999. Going the distance for MBA candidates. Journal of Business Strategy, 20(3), 30-34. DOI:

Grenzky, J. & Maitland, C. (2001, marzo). Focus on distance education. NEA Higher Education: Research Center Update, 7(2), 1-8. (No. de servicio de reproducción de documentos ERIC ED 455 750)

Grosjean, G. & Sork, T. J., 2007, primavera. Going online: Uploading learning to the virtual classroom. New Directions for Adult and Continuing Education, 113, 13-24. DOI:

Halsne, A. M. & Gatta, L. A., 2002, primavera. Online versus traditionally-delivered instruction: A descriptive study of learner characteristics in a community college setting. Online Journal of Distance Learning Administration, 5(1). Recuperado el 12 de febrero de 2005 de:

Hantula, D. A., 1998. The virtual industrial/organizational psychology class: Learning and teaching in cyberspace in three iterations. Behavior Research Methods, Instruments & Computers, 30(2), 205-216. DOI:

Hazari, S. & Schnorr, D., 1999. Leveraging student feedback to improve teaching in webbased courses. T. H. E. Journal, 26(11), 30-32.

Hittelman, M., 1998, febrero. Why distance education is not inevitable for the colleges. En K. Martinez (Ed.). FACCCTS: The Journal of the Faculty Association of California Community Colleges, 1997-1998, 4(1-4), 86-87.

Hittelman, M., 2001. Distance Education Report. California Community Colleges, Fiscal years 1995-1996 through 1999-2000. Sacramento: California Community Colleges. (No. de servicio de reproducción de documentos ERIC No. ED 456 886)

Hogan, R., 1997. Analysis of student success in distance learning courses compared to traditional courses. Documento presentado en la 6th Annual Conference on Multimedia in Education and Industry. Chattanooga, TN, EE. UU. (No. de servicio de

reproducción de documentos ERIC No. ED 412 992)

Howell, S. L., Williams, P. B. & Lindsay, N. K., 2003, otoño. Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 6(3). Recuperado el 25 de agosto de 2005 de:

Huang, H., 2002. Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. DOI:

Johnson, S. D., Aragon, S. R., Shaik, N. & Palma-Rivas, N., 2000. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 11(1), 29-49.

Jonassen, D. H., 2002. Engaging and supporting problem solving in online learning. Quarterly Review of Distance Education, 3(1), 1-13.

Jones, E. T., Lindner, J. R., Murphy, T. H. & Dooley, K. E., 2002, primavera. Faculty philosophical position towards distance education: Competency, value, and educational technology support. Online Journal of Distance Learning Administration,

(1). Recuperado el 14 de octubre de 2005 de: http://

Kathawala, Y., Abdou, K. & Elmuti, D. S., 2002. The Global MBA: A comparative assessment for its future. Journal European Industrial Training, 26(1), 14-23. DOI:

Kearsley, G. & Lynch, W. (1996, marzo). Structural issues in distance education. Journal of Education for Business, 71(4), 191. DOI:

Keck, J. F., 1992. Comparison of learning outcomes between graduated students in telecourses and those in traditional classrooms. Journal of Nursing Education, 31(5), 229-234. DOI:

Knowles, M. S., 1990. The adult learner: A neglected species (4a. ed.). Houston, TX, EE.UU.: Gulf Publishing Co.

Koerlin, J. W., 1996. An evaluation of the impact of technology rich distance learning methodologies on academic outcomes (Disertación Doctoral, Universidad de Walden, 1996). Dissertation Abstracts International, 57(06), 2448A. (UMI No. 9633585)

Leasure, A. R., Davis, L., Thievon, S. L., 2000. Comparison of student outcomes and preferences in a tradition vs. world wide web-based baccalaureate nursing research course. Journal of Nursing Education, 39(4), 149-154. DOI:

Lee, M. W., 2003. An ex post facto study on the comparison of the levels of achievement and satisfaction in distance education and traditional education: Is this walking with the Lord or dancing with the Devil? (Disertación doctoral, Universidad de Capella, 2003).

Dissertation Abstracts International, 64(08), 2854A. (UMI No. 3102549)

Lever-Duffy, J., 2000. The evolution of distance education. En M. D. Milliron & C. L. Milles (Eds.), Taking a big picture look @ technology, learning and the community college, pp. 261-284. (No. de servicio de reproducción de documentos ERIC No. ED 447 843)

Levine, A. & Sun, J. C., 2002. Barriers to distance education [Versión electrónica]. En Distributed Education: Challenges, Choices, and a New Environment: Vol. 6. Washington, D.C, EE. UU.: American Council on Education / EDUCASE. Recuperado

el 10 de diciembre de 2005 de: pdf/distributedlearning/ distributed-learning-06.pdf

Levin, H. M., 1998, diciembre. Financing a system for lifelong learning. Education Economics, 6(3), 201-217. DOI:

Moore, G. S., Winograd, K. & Lange, D., 2001. You can teach online: Building a creative learning environment. Nueva York, NY, EE. UU.: McGraw-Hill.

Moore, M. G., 2002. What does research say about the learners using computer mediated communication in distance learning? American Journal of Distance Education, 16(2), 61-64. DOI:

Motamedi, V., 1999. An overall view of distance education in the United States. Documento presentado en la Mid-South Educational Research Association Annual Meeting. Point Clear, AL, EE. UU. Noviembre, 1999. (No. de servicio de reproducción de

documentos ERIC ED 438 795)

Mulligan, R. & Geary, S., 1999. Requiring writing, ensuring distance-learning outcomes. International Journal of Instructional Media, 26(4), 387-395.

Odin, J. K., 2002. Teaching and learning activities in the online classroom: A constructivist perspective. En ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Denver, CO, EE. UU. (No. de servicio de

reproducción de documentos ERIC ED 477 077)

Olivier, K. M., 2000. Methods for developing constructivist learning on the web. Education Technology, 40(6), 5-18.

Omoregie, M., 1997. Distance learning: An effective educational delivery system. (No. de servicio de reproducción de documentos ERIC ED 418 683)

Owston, R. D., 2000. Evaluating web-based learning environments: Strategies and insights. CyberPsychology & Behavior, 3(1), 79-87. DOI:

Patrinos, H. A., 2000, marzo. Market Forces in Education. European Journal of Education, 35(1), 61-80. DOI:

Phipps, R. A., Wellman, J. V. & Merisotis, J. P., 1998. Assuring quality in distance learning: A preliminary review. Washington, DC, EE. UU.: Council for Higher Education Accreditation.

Rivera, J. C., McAlister, M. K. & Rice, M. L., 2002, otoño. A comparison of student outcomes & satisfaction between traditional and web based course offerings. Online Journal of Distance Learning Administration, 5(3). Recuperado el 12 de enero de 2005 de:

Russell, T. L., 1999. The no significant difference phenomenon. Chapell Hill, NC, EE. UU.: Office of Instructional Telecommunications, North Carolina State University.

Ryland, J. N. (s.f.). Technology and the future of the community college. American Association of Community Colleges: Resource center: Projects/Partnerships: Current: New expeditions: Issue papers. Recuperado el 28 de agosto de 2006 de:


Schuyler, G. (Ed.), 1999. Trends in community college curriculum. New directions for community colleges, number 108. The Jossey-Bass higher and adult education series. (No. de servicio de reproducción de documentos ERIC ED 440 717) DOI:

Simonson, M., 2000. Making decisions: The use of electronic technology in online classrooms. En R. E. Weiss, D. S. Knowlton & B. W. Speck (Eds.), Principles of effective teaching in the online classroom. New directions for teaching and learning. The Jossey-Bass Higher and Adult Education Series (Vol. 84, pp. 29-34). San DOI:

Francisco, CA, EE. UU.: Jossey-Bass Publishers.

Smith, P. L. & Dillon, C. L., 1999. Comparing distance learning and classromm learning: Conceptual considerations. American Journal of Distance Education, 13(2), 6-23. DOI:

Smith, R. C. & Taylor, E. F., 1995, diciembre. Teaching physics online. American Journal of Physics, 63(12), 1090-1096. DOI:

Spooner, F., Jordan, L., Algozzine, B. & Spooner, M., 1999, enero/ febrero. Student ratings of instruction in distance learning and on-campus classes. Journal of Educational Research, 92(3), 132-140. DOI:

Tang, S. C. & Hung, D., 2002, septiembre/ octubre. Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54.

Tucker, S., 2000. Distance education: Better, worse, or as good as traditional education? Online Journal Distance Learning Administration, 4(4). Recuperado el 1 de mayo de 2003 de:

Valentine, D., 2002, otoño. Distance learning: Promises, problems and possibilities. Online Journal of Distance Learning Administration, 5(3). Recuperado el 21 de abril de 2004


Wagner, J. G., 2001, marzo. Assessing online learning. National Business Education Association: Keying In, 11(4).

Wallace, R. (Ed.), 2002. ACC Effectiveness Review (1999, 2002). ACC Effectiveness Review, Vol. 5-8. (No. de servicio de reproducción de documentos ERIC ED 461 391)

Wambach, K., Boyle, D., Hagemaster, J., Teel, C., Langner, B., Fazzone, P., et al., 1999. Beyond correspondence, video conferencing and voice mail: Internet-based Master’s degree courses in nursing. Journal of Nursing Education, 38(6), 267-271. DOI:

Watkins, R., Kaufman, R. & Guerra, I., 2001. The future of distance learning: Defining and sustaining useful results. Educational Technology, 41(3), 19-26.

Yucha, C. & Princen, T., 2000. Insights learned from teaching pathophysiology on the world DOI:




Cómo citar

Jardines Garza, F. J. (2017). Comparación de la educación a distancia con la educación presencial: modelos de educación, diseños instruccionales y rendimiento académico de los alumnos. Revista Innovaciones De Negocios, 7(14).