DIGITAL COMPETENCIES OF UNIVERSITY PROFESSORS IN SEARCH OF A HYBRID TEACHING MODEL WITH DEEP LEARNING

Abstract

The society in recent times has faced relevant and significant changes that become the basis for promoting hybrid teaching and deep learning; which brought with it a set of contents that are relevant to know and which fall on the following general objective: To analyze the digital competencies that university teachers should have in search of a hybrid teaching model with deep learning; applied in the Venezuelan context. The innovative tendencies in the educational field emerge every day in search of a high impact on society, hence the need to strengthen in everything that deep learning brings with it. It is for this reason that a qualitative methodology is applied centered on the technique of content analysis from which the present theoretical contribution defined by an academic essay arises; with which it is intended to offer educational actors tools, knowledge and strategies to promote deep learning that teaches everything that young people like today; but when it is clear that it is an era of digital natives, where technologies have been empowered by countless scenarios that converge in new ways of teaching and managing the different contents that arise from technological advances and changes.