How to Cite
Landa Durán, P., & Peñalosa Castro, E. (2009). Teaching behavioral clinical psychology in presence vs on line : the importance of instructional design. Acta Colombiana De Psicología, 12(1), 109–123. Retrieved from

 Authors who publish in this journal agree to the following terms:

 Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).

 Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.


Since the origins of psychotherapy, interest has emerged in identifying the best training strategies for professional therapists. Nowadays, in the Knowledge Era, with the availability of new interactive Information and Communication Technologies, new conditions and tools to foster professional knowledge and skills in any domain, included clinical psychology are applied. In addition,, Information Technologies allow assessing effectiveness of psychotherapists’ performance in objective ways. The present study weighs the influence of instructional design as a relevant factor in the learning process of 121 students enrolled in a clinical psychology undergraduate course, who participated in a quasi experimental factorial study under four conditions. The group that combined a sound instructional design with an online delivery modality of the course obtained the best learning results.



Berger, T. (2004). Computer-based technological applications in psychotherapy training. Journal of Clinical Psychology, 60, 3, 301-315.

Castañeda, S. (1998) Evaluación de resultados de aprendizaje en escenarios educativos. Revista Sonorense de Psicología. 12, 57-67.

Castañeda, S. (2002) A cognitive model for learning outcome assessment. International Journal of Continuing Engineering Education and Life-long Learning, 12, 94-106.

Castañeda, S. (2004) Enseñanza estratégica: guía abreviada para el docente y el tutor. Cap. 25 en: Castañeda, S. (Ed.) Educación, aprendizaje y cognición: teoría en la práctica. México, Manual Moderno, 393-421.

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development. 42, 21-29.

Coursol, D. H. y Lewis, J. (2000). Cybersupervision: Counselor supervision in a technological age (online). Alexandria, VA: American Counseling Association/ERIC/CASS. Disponible en

Darío, E.H. (2005) Los diseños de investigación y su implementación en educación. Ediciones HomoSapiens, Argentina.

Edmonds, C.L. (2006) The inequivalence of an online and classroom based general psychology course. Journal of Instructional Psychology, 33, 15-19.

Jona, K. (2000) Rethinking the design of online courses. Paper presented at the annual conference of the Australian Society for Computers in Learning in Tertiary Education.

Jonassen, D. H. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43, 24-32.

Kinney, N. (2001) A guide to design in testing in online psychology courses. Psychology Learning and Teaching, 1, 1, 16-20.

Kulik, J. A. (1994). Meta-Analytic studies of findings on computed-based instruction. En E. L. Baker y H. F. O’Neill (eds.). Technology assessment in education and training. Hillsdale N. J: Erlbaum.

Landa, P. y Peñalosa, E. (2007). La enseñanza de la psicología clínica mediada por las nuevas tecnologías. Boletín APICSA, 3, 1.

Landa, P. y Peñalosa, E. (2008) El Uso de las nuevas tecnologías en la psicoterapia. En P. Landa y L. Rodríguez (eds.) La Psicología Clínica y la Vida Moderna. México: Universidad Nacional Autónoma de México. Facultad de Estudios Superiores Iztacala.

Merrill, M.D. (2002) First principles of instruction. Educational Technology Research and Development, 50, 3, 43-59.

Peñalosa, E. (2007) Evaluación y fomento de la interactividad y el aprendizaje en línea en estudiantes de psicología: estudio empírico y tecnológico. Tesis inédita de Doctorado. Universidad Nacional Autónoma de México.

Peñalosa, E. y Castañeda, S. (2007). Meta-Tutor: construcción, descripción y aplicación de un ambiente de aprendizaje para Internet, Revista Latinoamericana de Tecnología Educativa, 6 (1), 97-127.

Peñalosa, E. y Castañeda, S. (2008) Generación de conocimiento en la educación en línea. Un modelo para el fomento de aprendizaje activo y autorregulado. Revista Mexicana de Investigación Educativa, 13, 36, 249-281.

Resnick, M. (2002). Rethinking learning in the digital age. In G. Kirkman (Ed.) The global information technology report: readiness for the networked world. New York: Oxford University Press.

Rubio, V.J., Santacreu, J.M. y García, R.L. (1999) El aprendizaje de la Evaluación Conductual en el Ámbito Clínico para estudiantes de psicología: implicaciones para el establecimiento de un sistema de enseñanza asistida por ordenador. Anales de Psicología, 15, 2, 319-329.

Rosenthal, R. y Jacobson, L. (1966) Teachers’ expectancies: determinants of pupils’ IQ gains. Psychological Reports, 19, 115-118.

Salomon, G., Perkins, D. N. y Globerson, T. (1991). Partners in cognition: extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9.

Van Merrienböer, J.G., Clark, R. y deCrook, M.B.M. (2002) Blueprints for complex learning: the 4 C/ID Model. Education, Training and Development, 50, 39-64.

Williams, C.J., Aubin, S., Harkin, P.J.R. y Cottrell, D. (2001) A randomized, controlled, single blind trial of teaching provided by a computer-based multimedia package versus lecture. Medical Education, 35, 847-854.


Download data is not yet available.

Reference by

Sistema OJS 3 - Metabiblioteca |