Blended-learning. Desafío y oportunidad para la educación actual.

Abstract

El desarrollo de las TIC y las nuevas formas de acceder al conocimiento, plantean la necesidad de pensar en nuevas formas de diseñar propuestas formativas. El cambio y la transformación de la educación deben basarse en un nuevo tipo de currículo y configuraciones didácticas superadoras. En este escenario, el B-Learning se configura como alternativa posible para una formación que trasciende los espacios del aula y se traslada a todas las esferas de la vida. En este trabajo se analizan las características de esta modalidad y se establecen criterios que permiten configurar propuestas que integran la formación presencial con la formación online. Blended-learning. Challenge and opportunity for the current education.AbstractThe development of the TIC and the new ways of acceding to the knowledge, raise the need to think about new ways of designing formative offers. The change and the transformation of the education must be based on a new type of curriculum and didactic configurations. In this scene, the B-Learning is formed as possible alternative for a formation that comes out the spaces of the classroom and moves to all the spheres of the life. In this work there are analyzed the characteristics of this modality and there are established criteria that allow to form offers that integrate the formation presencial with the formation online.

Analysis of the Use of Technological Tools in University Higher Education using the Soft Systems Methodology

“…For in Spain, the main objective is to encourage, tutor and be able to evaluate the different activities of intellectual participation that the students have [16], which therefore are proposed by the teacher to achieve great ease in the processing of information [17]. Thus we managed to have as a clear example of teaching strategies the use of forums, in which each student can express what was understood or learned in class, this was achieved by developing a large number of tools that have been implemented currently [18] , taking as an example the research carried out at the University of León between the years 2009 to 2010, which shows the different dynamic perspectives such as integrating PPT in the virtual classroom, achieving a methodology, which tries to provide , information, training and help to give a series of information simultaneously to different participants according to their due disposition of technologies [19]. Other research that has focused on analyzing the type of practices developed by university professors through the platforms managed to reflect that the use of this methodology tends to reproduce educational models in a classical way, of which they are more oriented to transmission of information that to the participation of the students [20].…”

B-learning como estrategia para el desarrollo de competencias. El caso de una universidad privada

“…El seguimiento de las actividades de forma electrónica y presencial fomentó el compromiso de los alumnos con las tareas encomendadas, lo que contribuyó a la organización de los equipos, la delegación de responsabilidades, el cumplimiento de las mismas con el objetivo de avanzar en el proyecto y la elaboración de sus medios digitales. Esta situación confirma lo encontrado por Vera (2008) y Morán (2012), ya que obligó a los alumnos a movilizar sus cono-cimientos, habilidades y actitudes para la resolución del problema inicial con lo que se elevó el nivel de logro de las competencias genéricas seleccionadas. Es importante destacar que el seguimiento presencial se fue reduciendo a favor de la revisión electrónica mediada por el docente al establecer tiempos de entrega de cada una de las actividades (Rodrigo, 2003) y sesiones de retroalimentación.…”

Profiling teaching staff using blended learning in their practices in higher education

“…The peculiarity of this model is that its merges two learning environments: one with a long tradition at European universities, namely, face-to-face teaching, with the other being virtual instruction, which is becoming increasingly popular with a view to providing and extending new possibilities in interaction and communication (Bartolomé 2004;Graham 2013;Salinas et al 2018). It is a malleable hybrid or mixed system (Cabero, Llorente, and Puentes 2010) defined by interactivity, which facilitates the combination of ICT resources and tools (Marsh 2012;Morán 2012). It also helps to overcome limitations in space and time in the educational process (Hannafin, Land, and Oliver 2000;Jonassen 2000;Sánchez 2015).…”

“…Some studies have stressed that the spread of blended learning was designed to make up for the failure of e-learning (Morán 2012;Turpo 2010) by providing the possibility of improving the quality of learning outcomes, compensating for the absence of face-to-face contact (Iselda, Fernánez, and Vales 2016). Bartolomé (2004) and Adell and Area (2009) likewise contend that one of its goals involves improving learning outcomes through flexibility in times and spaces, access to a broad array of resources provided by the teacher, and the possibility of new models of interaction among stakeholders, all through the use of technologies that complement the activities undertaken in face-to-face classes (Gacía-Del Dujo, Martín, and Muñoz 2010).…”