Multimodal heuristic assessment and instructional effectiveness: analysis of formative preferences among students in western Honduras

Abstract

Multimodal educational environments impose significant challenges on the learning experience in Honduran higher education. This research analyzes the heuristic assessment that students make regarding different educational modalities (face-to-face, virtual, hybrid, and distance) in western Honduras, exploring their perceived instructional effectiveness and formative preferences. Through a sequential mixed methodological design, 373 surveys, 10 interviews, and a focus group with 7 representative students from regional educational centers were conducted. Results reveal significant differences in perceived efficiency between modalities, with higher ratings for face-to-face (M=4.23) and hybrid (M=3.86) compared to virtual (M=2.78) and distance (M=2.45).