Cursos virtuales con modelo ADDIE para enseñar Lengua y Literatura en Educación Básica Superior

Resumen

This study aimed to analyze the contribution of virtual courses designed using the ADDIE instructional model to strengthening the teaching and learning of Language and Literature among upper basic education students. A narrative literature review with a qualitative and descriptive-analytical approach was conducted, considering 15 scientific publications from 2020 to 2026. The documentary analysis was organized into four thematic categories: instructional design using the ADDIE model, teaching and learning in virtual environments, reading comprehension through digital resources, and written expression and digital storytelling. The reviewed studies examined instructional design strategies, virtual learning environments, interactive reading activities, digital writing workshops, multimedia storytelling, and technology-mediated literacy interventions. The findings identified opportunities to organize virtual educational experiences, diversify teaching strategies, support reading comprehension, promote written expression, and strengthen communication skills through digital resources. However, differences in educational levels, methodological approaches, technological tools, and assessment procedures prevented the establishment of uniform effectiveness across the studies. It was concluded that virtual courses designed using the ADDIE model represent a relevant pedagogical alternative for innovating Language and Literature education, provided that their implementation is supported by systematic planning, appropriate digital resources, teacher guidance, and continuous assessment. Further research is recommended to evaluate their effects on reading comprehension, writing skills, student motivation, and meaningful learning in upper basic education.