Ejemplificación de metodología mixta para el análisis del uso de entornos blended learning en docentes universitarios

  1. Antonio Víctor Martín García 1
  2. María Cruz Sánchez Gómez 1
  3. Bárbara Gutiérrez Pérez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação

ISSN: 1646-9895

Año de publicación: 2019

Número: 33

Páginas: 16-31

Tipo: Artículo

DOI: 10.17013/RISTI.33.16-31 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação

Resumen

El objetivo de este trabajo es averiguar a partir de las experiencias y percepciones de profesores universitarios, las principales expectativas, actitudes, demandas, ventajas y desventajas de la aceptación -y adopción- de las metodologías de Blended Learning (BL) en la enseñanza superior. El trabajo empírico se realizó siguiendo un diseño metodológico mixto de tipo derivativo secuencial de equivalencia de status. La información cuantitativa fue recogida con un cuestionario, elaborado ad hoc, al que contestaron 980 profesores universitarios; de éstos, 86 manifestaron de forma abierta su opinión sobre estas metodologías. Para integrar los resultados de los análisis CUANT-CUAL se realizó un análisis DAFO en el que se ponen de manifiesto, a juicio de los docentes participantes en el estudio, las debilidades, amenazas, fortalezas y oportunidades de la enseñanza B-learning, a nivel interno y externo de las instituciones universitarias

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Fuente de los datos: Dialnet