Abstract
The purpose of this research is to design a multiplexed virtual classroom model (a technique for combining two or more contents or activities so that a single teacher can help students learn a topic) and to address the issue of classroom management, where the teacher has many activities and little planning time. To determine which contents will be multiplexed, an analysis of learning strategies was conducted, and the strategy was named with the acronym POSTTIE. Consequently, the design of the multiplexed virtual classroom model is presented as a living, cyclical, feedback system that can be implemented by a single teacher or several teachers in different stages of planning, execution, and evaluation, using at least three strategies. To begin, we analyzed which learning strategies were reported by sixth-semester engineering students from a public university to use during their study time. The learning strategies were identified through a questionnaire with an open-ended question, where students were asked to classify their 10 responses. In another section, they listed only one word from those 10 responses to use the first method of natural semantic networks. The results obtained from the questionnaire were then reaffirmed through factor analysis as the second method. Subsequently, a comparison of the results of the applied analysis methods was conducted. Finally, eight learning strategies were named that coincided with both methods and served to validate the results. A quantitative factor analysis was conducted. The exploratory part of the method involved 111 participants; their responses were analyzed using Method 1 and ATLAS.ti© software. The confirmatory part involved 142 participants, and their responses were analyzed using Method 2 with dimension reduction via SPSS and the R language, with a confidence level of 70% and an error < 1.12%.