Diseño de un entorno virtual basado en recursos educativos abiertos para fomentar el aprendizaje significativo en la asignatura de Biología del Colegio de Bachillerato “Dr. José Ochoa León”

Abstract

The objective of this research is to promote meaningful learning in the subject of Biology through the development of a Virtual Learning Environment (VLE) based on Open Educational Resources (OER), aimed at third-year high school students at “Dr. José Ochoa León” High School, located in the province of El Oro, Ecuador. This study arises from the need to incorporate these educational tools into the teaching–learning process, allowing students to access up-to-date, dynamic, and interactive resources. The research adopts a mixed-methods approach, combining qualitative and quantitative methodologies to collect and analyze data in order to understand students’ perceptions of the proposed platform and measure their learning outcomes. The instruments used included interviews and surveys to assess students’ levels of familiarity, interest, and difficulties; evaluate their experience with the virtual learning environment; and determine its impact on meaningful learning in the Biology subject. The prototype was developed on the Chamilo platform following the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), as it provides a systematic framework for the design of educational projects with a comprehensive and effective approach. This model facilitated the integration of open educational resources such as Canva, Educaplay, Powtoon, Wordwall, YouTube, among others, enabling students to interact with these tools at their own pace and collaboratively. The results revealed improvements in learning outcomes in Biology, a high level of satisfaction with the platform, active engagement with OER, and increased motivation to continue learning in virtual environments. This research demonstrated that the integration of a virtual learning environment with open educational resources in the Biology curriculum enhances meaningful learning. Furthermore, it not only addresses technological limitations but also provides educational opportunities to strengthen students' skills, learning experiences, and replicable alternatives across various subjects, thereby enriching the teaching–learning process.