Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica

Abstract

This article presents the results of the exploratory pre-experimental evaluation process of design and didactic development of three subjects using the semi-distance learning model or blended learning, through a pilot application plan in bachelor’s degrees of the Faculty of Social Sciences at the Universidad Nacional de Costa Rica. First, the blended learning model was applied. Later, scientific information was collected through a survey of students, a panel discussion with teachers, and an analysis of the contents of the study programs. The results show that the interaction between students and teachers increases through their favorite activities such as forums and tasks, which strengthen the individual and collaborative work and the reflective analysis, aspects that favor building learnings. Various lines of research arise from this study; they are necessary to go in depth, specifically, in quasi-experimental studies. Some of these lines are the following: to show the assumptions of the blended learning and educational factors that favor the development of meaningful learning for the student; to determine what the cognitive processes, carried out in mixed learning environments, are; and to test the positive relationship between the student’s academic performance and the semi-distance didactics.

Mapping of Scientific Production on Blended Learning in Higher Education

“…The second line of identified research included papers focusing on the application of blended learning models in higher education environments that could serve as examples for institutions and faculty members interested in implementing BL. Some case studies praised the benefits of participatory design and persuasive technology for the development of blended learning courses [43], while others focused on analyzing the limitations, obstacles, and challenges of pilot programs and courses [44][45][46][47]. Some of the obstacles mentioned include the limited technological skills of older faculty members, the time required to develop online materials, the fear of failure, the lack of complete tutorials for each platform, problems related to registration and access, and institutional culture.…”

Revista Guatemalteca de Educación Superior

“…Comenta (Araya-Muñoz et al, 2019) que las ventajas de la modalidad hibrida es que están relacionadas con el progreso e independencia del estudiante a través o por medio de la búsqueda de la información y el pensamiento crítico. Permiten una mejor gestión, procesamiento y distribución de la información, en cuanto a la relación educativa se potencia y se amplían las posibilidades del aprendizaje por medio del análisis reflexivo y trabajo colaborativo dentro y fuera del salón de clases.…”