Webinars as a Strategy for Continuing Education for Teachers at a Public University DOI:

Abstract

Continuing professional development for higher education faculty is a key element in ensuring educational quality and strengthening the pedagogical and digital skills required to meet the demands of teaching. The objective was to assess the satisfaction of university faculty with a continuing professional development activity, specifically a webinar on H5P-type activities for designing virtual learning environments. The research was framed within the positivist paradigm, using a deductive method, with a quantitative approach, a non-experimental, descriptive, and cross-sectional design. A non-probability convenience sample of 286 participants was used. The UNIA Webinar Satisfaction Survey (Cronbach's Alpha = 0.789) was administered, comprising four sections: program organization and coordination; instructor performance; technical aspects and experience in the webinar; and general assessments. Results showed that 98.8% of participants considered the activity to have met their expectations, 99.0% identified it as a useful learning tool, and 93.0% highlighted the facilitator's mastery of the subject matter. However, low active participation was observed during the live session (75.9% did not participate). It is concluded that the webinar was positively valued as a continuing education strategy, reaffirming its relevance for strengthening teaching skills, although the need to promote greater interaction in live sessions is identified.