Pedagogical model for continuous training, virtual modality

The realization of this research topic on on-line pedagogical models is justified since it is a current issue for the acquisition of learning in Higher Education. A broad conceptual framework and the experiences of different universities have allowed me, as a researcher, to raise deep questions in order to identify whether a proper pedagogical model is adequate to access knowledge of the different branches of science through on-line education. The theoretical background has been collected from respected academics who have seen the need to insert pedagogical criteria to new information and communication technologies. Such theories that have led to the inclusion of specialized technical teams for the development of innovative software, methodologies and proven systems for the teaching-learning process, in order to strengthen existing virtual pedagogical models that respond to current academic and scientific needs. The methodological design of the present investigation foresees the following phases: identification, analysis, characterization, conclusion and proposal of a guide to build a new pedagogical model that allows to harmonize a virtual training system, and in this way to enhance the skills of the students and teachers from a concept of global learning which starts with the identification of paradigms and current approaches that begin with the characterization of the local reality and in this way to generate contributions of incidence in the regional scope. Subsequently, all the conceptualization presented in addition to the different educational processes that must be implemented for the construction of a virtual model itself, is presented as a guide to guide the construction of a virtual pedagogical model with dimensions and indicators that harmonize the appropriate transmission and creation of new knowledge. Finally, it is concluded that the technical pedagogical process must be based on institutional principles. This research needs to indicate that for the collection of information different surveys were applied in the two proposed dimensions: Educational Paradigm and Educational Hexagon, which together design an appropriate pedagogical model. The information obtained was verified through a consistency test: Cronbach\’s Alpha. Later, each question was validated to obtain the final conclusions after its analysis.