Resumen

TRUJILLO-JUAREZ, Sandra-Inés; ESCUDERO-NAHON, Alexandro; CHAPARRO-SANCHEZ, Ricardo  y  DELGADO-GONZALEZ, Alexandra. Instructional Design Models Used in Microcourses: A Conceptual Mapping. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2025, vol.16, n.31, e970.  Epub 01-Dic-2025. ISSN 2007-7467.  https://doi.org/10.23913/ride.v16i31.2628.

Currently, instructional design (ID) faces the challenge of adapting to flexible, short-term, and technology-enhanced learning environments. Microcourses have emerged as a response to this need, requiring rigorous design approaches that are learner-centered and digitally adapted. In this context, it is necessary to systematize the instructional design models applied in such formats. The purpose of this documentary research was to offer a critical and evidence-based perspective to guide future educational design practices in microcourses. To achieve this, the study established the following objectives: a) to explore the main ID models used in microcourses, b) to analyze their methodological characteristics, components, and pedagogical approaches, and c) to identify current trends that contribute to their effectiveness. The study was conducted using the conceptual cartography method in four phases: (1) search for documents related to the topic; (2) definition of inclusion and exclusion criteria; (3) data analysis based on eight axes (notion, categorization, differentiation, exemplification, characterization, subdivision, linkage, and methodology); and (4) interpretation of the results. A total of 272 documents in English were retrieved from ScienceDirect and ERIC databases, from which 30 were selected for critical review. The findings enabled the systematization of various ID models applied to microcourses and highlighted current trends such as autonomous learning, the use of emerging technologies, and learner-centered design. This study contributes to informing pedagogical decisions for the development of more effective and contextually responsive microcourses.

Palabras llave : autonomous learning; digital learning; flexible learning; technology-enhanced learning.

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