Alfabetización digital docente: Un camino de excelencia para la educación profesional e-learning

The research that follows intends to make an integral contribution to the field of education and also seeks to: collect the main pedagogical models of e-learning, raise awareness among institutions of higher education on the need to develop digital skills in their faculty, and deliver a proposal for teaching digital literacy. It is perceived that many teachers have not received the optimal training to employ virtual education methods and therefore the tools and strategies used for teaching and learning are poor, which has led to an increased number of students who drop out. A questionnaire was sent to fourth universities that have virtual education programs in order to determine the weaknesses of teachers using those methods. Also, a complete theoretical revision was conducted in order to identify an appropriate pedagogical model for e-learning and to design a digital literacy proposal for faculty members After an extensive review of the subject it was determined that the pedagogical model that best supports e-learning instruction is the socio-critical constructivist approach, which favors self-learning and “self-critical reflection,” and considers both the teaching role and autonomous learning. Finally, an integrated plan for teaching digital literacy focused on technological, cognitive, pedagogical, communicative, organizational, and social components was developed, which specified the tools to integrate into each section, along with time and costs. This was done in order to deliver a practical methodological proposal to institutions of higher education