Use of Timelines as Learning Objects in Distance Higher Education: Analysis of Student Perceptions and Influential Factors

Abstract

Distance education has established itself as an essential component of the global educational landscape due to advancements in ICT. This study aims to explore the creation and usefulness of timelines as learning objects among Ecuadorian university students. A non-probabilistic convenience sampling method was used, involving seventh-cycle students from the Environmental Management program at an Ecuadorian university. After conducting bibliographic research, the participants constructed timelines using digital tools, and their perceptions were assessed through a questionnaire structured in four dimensions: creation, instrumental, communicative, and investigative-pedagogical, each rated on a 5-point scale. The results indicated a positive acceptance of the creation and use of timelines (M = 4.34), highlighting their usefulness in organizing and understanding complex information, fostering research, and improving technological skills. Additionally, no significant differences were found in ratings based on age and gender. Previous experience in creating timelines positively influenced the perceived usefulness of these tools. In conclusion, timelines are considered effective and versatile tools that promote autonomous learning and the development of various skills, underscoring their potential as learning objects in distance education.