La investigación universitaria sobre el blended learning en Perú: campos de conocimiento y tendencias metodológicas

Abstract

<jats:p>El aprendizaje semipresencial (blended learning), como modalidad normalizada, presupone nuevas vinculaciones con los espacios y sujetos educativos, tornándose en objeto de investigación y conocimiento. El presente estudio recupera del Registro Nacional de Trabajos de Investigación (RENATI) 45 informes de tesis de pregrado y posgrado sustentados en las universidades peruanas. Con los informes se establecieron los campos de conocimiento y orientaciones metodológicas predominantes. Los resultados revelan una mayor concentración investigativa de estudios a nivel de postgrado, una creciente evolución productiva en el último quinquenio, así como intereses de desarrollo compartidos entre universidades públicas y privadas. Un aspecto significativo de su producción científica está determinado por la centralidad del conocimiento, más a nivel de las universidades de la capital que de provincias. También se evidencia la priorización de ciertos dominios investigativos, sobre todo, de lo cognitivo sobre lo procedimental y actitudinal, de lo individual sobre lo colectivo, y de los contenidos disciplinares sobre los transversales. A nivel de los diseños metodológicos, los estudios analizados revelan preferencias, de diseños experimentales y correlacionales sobre los descriptivos, así como la recurrencia a una variedad de sujetos de estudio, no solo de estudiantes, sino, también, de directivos y docentes. Resalta, asimismo, el predominio de los cuestionarios basados en la escala de Likert para la recolección de la información, y, básicamente, elaborado por los autores y autoras; así como un énfasis en pruebas paramétricas para la comprobación de las hipótesis.</jats:p>

Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

“…The pandemic has been a wake-up call for educational institutions [11], on the need to integrate digital technologies in teaching processes and finally develop methods [3,4]. These results allow us to be more optimistic about the possibilities of FC as an opportunity to change the traditional learning model [44], since, as in the case of B-learning, it enables new learning spaces, greater access to education, and new learning strategies adapted to the "new normality" [8,16,17], introducing a more active learning that will help students to acquire better studying habits and develop competences. Moreover, this model will also help educational institutions to face exceptional situations, such as the one lived in the COVID-19 pandemic.…”

“…Likewise, the participants asserted that the experience with the FC model favoured their learning process (245), improving the acquisition of knowledge (17), while they saw that their learning paces were respected and that they received an individualized teaching (187): "I set my guidelines and pace" (MET_IND, GC, p50). Up to 155 students highlighted that FC "adjusted to [their] learning needs" (APRE_IND, GC, p79).…”

“…B-learning is recognized by the research community as an educational modality that: (1) represents a change from passive to active learning; (2) enhances the acquisition of knowledge through the use of technology; (3) improves the individualization and personalization of teaching; (4) favors the development of autonomous working and learning skills; and (5) characterizes the role of the teacher as a guide in the creation of new knowledge [8,10,[13][14][15]. Therefore, it enables new learning spaces, greater access to education and new teaching and evaluation strategies for teachers adapted to the "new normality" [8,16,17].…”

Medical Research Trends in Undergraduate Psychological Theses: A report from a South American country

“…The analysis on Peruvian psychological research trends has been systematized in publications that address discipline-specific research topics such as blended learning (11), educational psychology (12), cyberbullying (13), among others. In the context of research done by undergraduate students, Mamani-Benito (14) states that most of the analyzed thesis demonstrate a good or regular quality.…”