The pandemic forced a radical transformation of secondary education. What was once a face-to-face Physics class became an entirely digital and unprecedented experience.
This study focused on evaluating how a d-learning model—a hybrid approach combining synchronous and asynchronous formats—can foster meaningful learning among adolescents. Using tools such as Google Classroom and interdisciplinary activities linking Physics with Physical Education, the course was built around teaching Newton’s laws of motion through a Science-Technology-Society (STS) lens. The core question: were students truly understanding the concepts, or merely repeating them?
What’s compelling is that the study didn’t just rely on test scores. It examined how students learn—how actively they engage, how motivated they are, and whether they develop metacognitive skills like “learning how to learn.” Through learning analytics, every interaction on the platform was tracked to uncover participation patterns, difficulties, and individual learning timelines.
A key insight emerged: while most students reached the intended learning goals within a month, those with special educational needs often required nearly twice as long. Rather than being seen as a setback, this finding points to an opportunity—adapting instruction to the pace and needs of each learner.
The conclusion is powerful: when used wisely, data is not just a tool for grading—it becomes a pathway to deeper understanding and improved teaching. Meaningful learning analytics show promise as a valuable means of personalizing education, identifying barriers early, and turning technology into a true ally for knowledge.
Instead of reducing students to numbers, this approach puts people—and how they learn—at the center, allowing us to design more inclusive, effective, and human-centred classrooms.
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How to Cite: Salica, M. A. (2021). Analysis of Significant Learning Applied d-Learning in the Teaching of Physics in Secondary Education. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 265–284. https://doi.org/10.5944/ried.24.2.28399
