B-Learning at Universities in Andalusia (Spain)

Morueta, Ramón Tirado; Aguaded, Ignácio; Hernando, Ángel

doi:10.4018/jthi.2012040104

Cited by 4 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Remote emergency teaching differs from traditional distance learning because it is not previously planned teaching but rather a solution to overcome the impossibility of students and teachers being physically close in the classroom [4]. Distance learning mediated by the internet can have several designations, namely its more general version e-Learning (electronic) [5], blearning (mix of classroom and distance learning) [6], m-learning in the mobile version [7], or x-learning [8].…”

Section: Introductionmentioning

confidence: 99%

EU27 Higher Education Institutions and COVID-19, Year 2020

Sobral

Jesus-Silva

Cardoso

et al. 2021

IJERPH

View full text Add to dashboard Cite

COVID-19 forced higher education institutions to reinvent themselves. The (usually) face-to-face education has swapped to distance contingency education. This change brought about numerous challenges that impose adjustments in several dimensions, such as pedagogical strategies and the dependence on teaching platforms and computer systems—and, above all, the new relationship between the various actors (students, teachers, and management staff). All the sudden changes, combined with uncertainty concerning what was happening, created several strategies and options. This paper has the main purpose of analyzing the scientific production on higher education of EU27 academic institutions during the 2020 COVID-19 pandemic in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed of 22 articles in total. The results show that the articles were published in 19 journals; their main focuses are Higher Education, COVID-19, and distance learning. In our database, we find several types of concerns, which shows that HEIs have a wide range of dimensions. We intend this article to be an instrument, not only to identify what was done in 2020, but to point out clues for the future.

show abstract

Section: Introductionmentioning

confidence: 99%

EU27 Higher Education Institutions and COVID-19, Year 2020

Sobral

Jesus-Silva

Cardoso

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Como plantean Morueta y cols., (2012), el modelo pedagógico en la universidad se debe reconceptualizar, desplazándose desde unos valores tradicionales a otros centrados en la innovación, cooperación y construcción compartida del conocimiento (Morueta, Aguaded Gómez y Gómez, 2012). En la misma línea Young (2002) establece que los modelos híbridos parecen generar menos controversia entre el profesorado que los cursos totalmente en línea... algunos profesores disienten de cualquier cambio de un sistema educativo que ha funcionado durante siglos.…”

Section: La Formación On Line Y El Sistema Blended Learningunclassified

Percepciones de estudiantes del Grado de Maestro sobre el proceso y resultados de la enseñanza semipresencial -Blended Learning

Castaño¹,

Jenaro²,

Flores³

2017

red

View full text Add to dashboard Cite

ResumenLa formación semipresencial o Blended Learning está adquiriendo una relevancia fundamental en contextos universitarios que utilizan estos y otros entornos como alternativas destinadas a desarrollar las clases fuera de las fronteras del aula. A través del presente trabajo de investigación se han tratado de identificar las percepciones de un grupo de estudiantes del Grado de Maestro en Educación Primaria respecto a la formación a través del sistema de formación Blended Learning. Las valoraciones se han centrado en dos asignaturas del segundo semestre. El estudio contó con 234 participantes pertenecientes a distintas menciones o especialidades. Para la toma de datos se construyó un formulario online para ser rellenado por los estudiantes. El instrumento ha demostrado presentar elevados niveles de fiabilidad así como adecuada utilidad para predecir la satisfacción. Se han realizado análisis descriptivos y se han empleado pruebas no paramétricas (Chi cuadrado) con variables categóricas, así como paramétricas (Análisis de Varianza y Análisis de regresión) para variables continuas. Los resultados indican que, si bien factores como el género o la asignatura que se cursa no parecen afectar diferencialmente a la satisfacción con la experiencia de blended learning, variables como la mención que se cursa sí parecen incidir en la acogida de esta metodología. Palabras clave: tecnologías de la información y la comunicación, tecnologías del aprendizaje, educación superior, metodología de docencia, plataforma virtual. AbstractBlended learning is becoming key in university contexts that use these and other learning environments as alternatives to develop courses outside the boundaries of the classroom. The current research aims to identify the perceptions of a group of Primary Education student teachers on training using Blended Learning. Data were gathered on two subjects taken during the second semester. A total of 234 participants from different specialties were included. For data collection, an online form to be filled in by students was developed. The measure has been found to have high levels of reliability and usefulness in predicting satisfaction. Descriptive analyzes were performed, and nonparametric tests (Chi square) with categorical variables, as well as parametric tests (analysis of variance and regression analysis) for continuous variables were utilized. The results suggest that although factors such as gender or subject do not seem to differentially affect satisfaction with blended learning, other variables, such as the specialty being studied, may be affecting the acceptance of this methodology.

show abstract

Adapting physics courses in an engineering school to the b-learning philosophy

Borondo

Benito

Losada

2014

European Journal of Engineering Education

View full text Add to dashboard Cite

In this paper we introduce the methodology that we have followed to convert traditional notes into interactive online materials. The idea behind this has been to make self-consistent and interactive online materials capable of motivating the students to get involved in the learning process. For this purpose, we have used the e-learning environment Moodle, which is a platform with a high interactivity potential. We conclude that the academic performance reaches its maximum when correctly combining self-organising with minimum teacher guidance.

show abstract

B-Learning at Universities in Andalusia (Spain)

Cited by 4 publications

References 9 publications

EU27 Higher Education Institutions and COVID-19, Year 2020

EU27 Higher Education Institutions and COVID-19, Year 2020

Percepciones de estudiantes del Grado de Maestro sobre el proceso y resultados de la enseñanza semipresencial -Blended Learning

Adapting physics courses in an engineering school to the b-learning philosophy

Contact Info

Product

Resources

About