Estudio del blended learning en el gobierno universitario españolTecnocracia digital versus conocimiento científico

  1. Belén Espejo-Villar 1
  2. Luján Lázaro Herrero 1
  3. Gabriel Álvarez-López 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2020

Volume: 72

Issue: 3

Pages: 85-103

Type: Article

DOI: 10.13042/BORDON.2020.73343 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

This article aims to perform a perspective analysis of the approach the institutional management is taking to implement blended learning in the university framework. METHOD. The objective is to delve deeper into the reports that shape the virtual development environment in Higher Education based on research regarding the perception that teachers have of the institutional support they receive in the implementation of the blended learning approach. To this end, the mixed method research has been used. On the one hand, both descriptive and inferential statistical analysis has been carried out with the data obtained from a questionnaire sent to the teachers of the 25 Spanish universities involved. On the other hand, a hermeneutic interpretative analysis has been developed of the institutional policy regarding a virtual campus which is the benchmark. RESULTS. The results show that university governance is subject to digital technocracy criteria that approximate more to the training used in market-based organizations than to the politics of knowledge as the mainstay of blended learning. In addition, it outlines a scenario of the virtualization of university education where the teachers are not always present, and which, moreover, does not recognize any additional value to its use. Along the same lines, the results show that teachers do not feel that the institutions or the university community, show any interest in implementing blended learning in the academic programs. DISCUSSION. This paper leads us to consider the causes that give rise to the increase in virtualization of university education.

€ View funding

Funding information

El presente trabajo forma parte del proyecto de investigación Implementación de Metodología Blended Learning en Educación Superior: Proceso de Adopción y Difusión de Innovación Docente de Ref. EDU2015-67271-R, financiado por el Ministerio de Economía y Competitividad, Plan Nacional I+D+i.ógicadag.

Funders

Bibliographic References

  • Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C. y Ananthanarayanan, V. (2017). The NMC Horizon report. Austin: NMC. https://bit.ly/2CSG1QO
  • Adell Segura, J., Castañeda Quintero, L. y Esteve-Mon, F. (2018). ¿Hacia la Ubersidad? Conflictos y contradiciones de la universidad digital. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 51-68. https://doi.org/10.5944/ried.21.2.20669
  • Álvarez-Álvarez, C. y San Fabián, J. L. (2012). La elección del estudio de caso en investigación educativa. Gazeta de Antropología, 28(1). http://www.gazeta-antropologia.es/?p=101
  • Ball, S. (2003). Profesionalismo, gerencialismo y performatividad. Revista Educación y Pedagogía, 15(37), 87-104. https://bit.ly/2ZLdaY0
  • Bartolomé, A., García-Ruiz, R. y Aguaded, I. (2018). Blended learning: panorama y perspectivas. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 33-57. https://doi.org/10.5944/ried.21.1.18842
  • Bates, A. W. (2016). Automation or empowerment: online learning at the crossroads. Distance Education in China, 4, 5-11. https://doi.org/10.13541/j.cnki.chinade.20160505.010
  • Chesbrough, H. W. (2003). Open innovation. The new imperative for creating and profiting from technology. Harvard Business School Press.
  • CYD (2017). Anexo. Barómetro CYD 2017. El papel de las universidades en España. https://bit.ly/3heXbXZ
  • Delgado Benito, V. y Casado Muñoz, R. (2014). Radiografía de la formación del profesorado en la Universidad de Burgos: evolución y análisis de planes y estrategias formativas. Bordón, Revista de Pedagogía, 66(2), 43-59. https://doi.org/10.13042/bordon.2014.66203
  • Duarte Hueros, A., Guzmán Franco, M. D. y Yot Domínguez, C. R. (2013). Aportaciones al e-learning desde un estudio de buenas prácticas en las universidades andaluzas, RUSC. Universities and Knowledge Society Journal, 10(1), 45-60. https://doi.org/10.5944/ried.21.1.19013
  • Duarte Hueros, A., Guzmán Franco, M. D. y Yot Domínguez, C. R. (2018). Aportaciones de la formación blended learning al desarrollo profesional docente. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 155-175. https://doi.org/10.5944/ried.21.1.19013
  • Ellis, R. A. y Bliuc, A. (2016). An exploration into first-year university students’ approaches to inquiry and online learning technologies in blended environments. British Journal of Educational Technology, 47(5), 970-980. https://doi.org/10.1111/bjet.12385
  • Espejo-Villar, L. B., Álvarez-López, G. y Lázaro-Herrero, L. (2020). The policy approach of b-learning. The university model of education in the public-private binomial. En A. Martín-García (ed.), Blended learning: convergence between technology and pedagogy. Lecture notes in networks and systems, 126. Springer. https://doi.org/10.1007/978-3-030-45781-5_3
  • Espejo Villar, L. B. y Lázaro Herrero, L. (2016). Research policies and public funding in Spain: local, national or global scenarios in education innovation. En J. E. Gonzálvez y T. Piñeiro (coords.), Diseños en la moderna investigación universitaria (pp. 287-304). Mc Graw Hill/Interamericana de España. https://bit.ly/3fX2z1q
  • Gallardo, A., Torrandell, I. y Negre, F. (2005). Estudio de modelos organizativos en la enseñanza universitaria mediante entornos virtuales. EDUTEC '05. Congreso Internacional sobre Formación del Profesorado y Nuevas Tecnologías. Santo Domingo. https://doi.org/10.21556/edutec.2012.42.1
  • García, I., Peña-López, I., Johnson, L., Smith, R., Levine, A. y Haywood, K. (2010). Informe Horizon: edición iberoamericana. The New Media Consortium. https://bit.ly/2OFWFpB
  • Gómez-Ortega, J. (ed.) (2017). UNIVERSITIC 2017. Análisis de las TIC en las universidades españolas. Madrid: Crue Universidades Españolas. https://bit.ly/2WDUc3h
  • González-Sánchez, R. y García-Muiña, F. E. (2011). Innovación abierta: un modelo preliminar desde la gestión del conocimiento. Intangible Capital, 7(1), 82-115. https://bit.ly/30mnYdS
  • Graham, C. R. (2013). Emerging practice and research in blended learning. En M. G. Moore (ed.), Handbook of distance education (3rd ed.) (pp. 333-350). Routledge. https://doi.org/10.4324/9780203803738.ch21
  • Grandon, T. (2011). Book informing with the case method. Informing Science Press.
  • Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H. et al. (2020). Handbook on facilitating flexible learning during educational disruption: the Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University. https://bit.ly/2Bimwkm
  • IESALC (2020). COVID-19 y educación superior: de los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. UNESCO. https://bit.ly/3fP3Esi
  • Iglesias Sánchez, P., De las Heras Pedrosa, C. y Jambrino-Maldonado, C. (2015). Innovación abierta en entornos educativos. Opción, 31(4), 602-616. https://bit.ly/39dKKZz
  • Martín García, A. V., García del Dujo, A. y Muñoz Rodríguez, J. M. (2014). Factores determinantes de adopción de blended learning en educación superior. Adaptación del modelo UTAUT. Educación XX1, 17(2), 217-240. https://doi.org/10.5944/educxx1.17.2.11489
  • Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M. y Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning (iJET), 15(6), 124-139. https://doi.org/10.3991/ijet.v15i06.11490
  • Pinto, M. y Leite, C. (2020). Digital technologies in support of students learning in Higher Education: literature review. Digital Education Review, 37, 343-360. https://doi.org/10.1344/der.2020.37.343-360
  • Sáez, J. M., Domínguez, C., Ruíz, J. M. y Belando, M. (2014). Análisis del uso de los sistemas de gestión de aprendizaje en el desarrollo profesional docente desde una perspectiva práctica en la Escuela Complutense. Bordón, Revista de Pedagogía, 66(2), 123-148. https://doi.org/10.13042/bordon.2014.66309
  • Salinas, J., de Benito, B., Pérez, A. y Gisbert, M. (2018). Blended learning, más allá de la clase presencial. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 195-213. https://doi.org/10.5944/ried.21.1.18859
  • Sangrá, A., Vlachopoulos, D. y Cabrera, N. (2012). Building an inclusive definition of e-learning: an approach to the conceptual framework. The International Review of Research in Open and Distance Learning, IRRODL, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
  • Turpo, O. (2014). Perspectiva de la convergencia pedagógica y tecnológica en la modalidad blended learning. Revista de Educación a Distancia, 23(44), 67-87. https://bit.ly/2CxDTOC
  • Urbina, S. y Salinas, J. (2014). Campus virtuales: una perspectiva evolutiva y tendencias. Revista de Educación a Distancia, 42, 1-16. https://bit.ly/3jjupqR
  • Wang, Y., Han, X. y Yang, J. (2015). Revisiting the blended learning literature: using a complex adaptive systems framework. Educational Technology & Society, 18(2), 380-393. https://bit.ly/2WCjKhk
  • White, S. (2007). Critical success factors for e-learning and institutional change—some organizational perspectives on campus-wide e-learning. British Journal of Educational Technology, 38(5), 840-850. https://doi.org/10.1111/j.1467-8535.2007.00760.x
  • White, S., White, S. y Borthwick, K. (2020). Blended professionals, technology and online learning: identifying a socio-technical third space in higher education. Higher Education Quarterly,00, 1-14. https://doi.org/10.1111/hequ.12252
  • Williamson, B. (2017). Big data in education: the digital future of learning, policy and practice. SAGE.
  • Williamson, B. y Piattoeva, N. (2019). Objectivity as standardization in data-scientific education policy, technology and governance. Learning, Media and Technology, 44(1), 64-76. https://doi.org/10.1080/17439884.2018.1556215
Data source: Dialnet