Intención de uso y autopercepción docente del bLearning en educación superior

  1. Judith Martín Lucas 1
  2. Patricia Torrijos Fincias 1
  3. Sara Serrate González 1
  4. Ángel García del Dujo 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2021

Issue Title: El modelo flipped classroom : un reto para una enseñanza centrada en el alumno

Issue: 391

Pages: 209-235

Type: Article

DOI: 10.4438/1988-592X-RE-2021-391-475 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

In recent years the training scenarios are undergoing major transformations, mostly caused by the arrival of information and communication technologies. One of these changes has been translated into the expression Blended Learning, a formative methodology that combines face-to-face and online teaching largely embraced by the education field. Although it is true that research in this model is very abundant, the study on the adoption and perception of Blended Learning by teachers seems to have been neglected. For this reason, a quantitative study is presented focused on researching university teacher’s perception regarding this formative modality. A total of 982 teachers from 35 Spanish public universities responded to the Questionnaire on Combined Formative Modality. The results show that, although a high percentage of teachers say that they know how this modality works and the advantages it reports, the percentage of teachers that acknowledge not having integrated it into the courses they teach is high. On the other hand, although the training offered by universities is considered important for its implementation, the intention of use is positively correlated with the teacher’s self-perception of the resources and knowledge at their disposal. In this sense, it is important to point out the need to recognize, by higher education institutions, both the training and the adaptive work of teachers in the implementation of the combined training strategy.

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Data source: Dialnet