Análisis de la semipresencialidad como alternativa docente en los cursos universitarios de especialización

  1. Paula García Fraile 1
  2. Isabel Rivas González 2
  3. Eustoquio Martínez Molina 2
  4. Pedro F. Mateos 2
  5. Encarna Velázquez 2
  6. Raúl Rivas González 2
  1. 1 Academy of Sciences of Czech Republic
  2. 2 Universidad de Salamanca

    Universidad de Salamanca

    Salamanca, España


Segundas jornadas de innovación docente en la Universidad de Salamanca
  1. María Dolores Pereira Gómez (coord.)
  2. Juan Antonio Rodríguez Sánchez (coord.)
  3. José Luis de las Heras Santos (coord.)

Publisher: Universidad de Salamanca

ISBN: 978-84-695-8722-5

Year of publication: 2013

Pages: 305-310

Congress: Jornadas de Innovación Docente en la Universidad de Salamanca (2. 2013. Salamanca)

Type: Conference paper


Progresses in Information and Communications Technologies (ICT) and Virtual Learning Communities have generated a great interest in virtual learning environments. Their use provides new possibilities for the modernization and improvement of the teaching/learning process. In this sense, the virtual or blended participation in courses allows the extension of the recruitment of students who are attracted by both the content and the idea of asynchronous training. Our main focus is the use of this technology to train students in very specific areas, promoting the development of blended courses which break the usual specific spatial and economic limitations that we find when trying to organize such activities. The method presented in this paper aims to facilitate the enrollment of students in university specialization courses, providing materials through e-learning platforms, which enable the students to acquire knowledge in diverse environments. During various academic years we have analyzed the impact that blended teaching had in the university students’ learning process. The evaluation of the objectives through anonymous surveys lets us to be optimistic: the 62.5% of the students prefers a blended model considering positive in 75% of the cases that in all the courses there is a classroom-based part. Therefore, the results obtained so far support the implementation of a blended model in this kind of courses since the perception was clearly positive and most of the students trained opt for this blended model.