Dimensiones de calidad en sistemas blended learning en educación superior

Zusammenfassung

ABSTRACT The assessment of educational quality and the study of the blended learning system are two current major vectors of pedagogical interest in the field of higher education. The general objective of this Doctoral Thesis is to combine both lines of analysis; establishing the delimitation of parameters that allow for the assessment of educational quality of education based on blended learning from a multi-dimensional, pedagogical and systemic perspective. More concretely, the objectives that we considered are the following: to delve further into the conceptualisation of blended learning thereby contributing to its clarification, to analyse the parameters of educational quality from a multi-dimensional and systemic perspective, and to define the factors or indicators of educational quality in a blended learning system. To respond to these objectives, we present a theoretical framework comprised of three chapters, the first of which covers the blended learning approach as a new pedagogical approach, analysing its conceptualisations and model design, as well as the underlying socio-constructivist theories and paradigms that respond to the way in which students construct their own knowledge in blended learning contexts. Regarding the second objective, the theoretical framework in the following chapter covers the debates and agreements in terms of educational quality, covering its different dimensions – in terms of both conceptualisation and assessment. Lastly, three dimensions of educational quality are established - based on different pedagogical frameworks and approaches – defining factors of quality from a socio-constructivist and systemic perspective, in this way achieving the realisation of the third general objective of this research paper. With the purpose of operationalising the factors and dimensions of educational quality in the blended learning system, we present a first empirical study whose objective focuses on the design and validation of a questionnaire directed at assessing educational quality in blended learning systems from a student perspective. To this effect, the first study includes both the process followed and the results obtained in construct, content and statistical validation of the quality assessment tool. The construct validity was based on the operationalisation of the dimensions and factors of quality defined by the theoretical framework. In order to verify the suitability and structure of the assessment tool, the focus group technique was carried out; with the participation and assessment of 6 experts in systems of blended learning. As a result of this first stage, we present a questionnaire made up of 3 dimensions, 6 factors and a total of 39 items. For the content validation, the expert judgment technique was applied, with the participation of a total of 11 experts with experience in the design, implementation and evaluation of blended learning systems. In this process, the judges assessed the items based on relevance, coherence and clarity criteria. To establish content validity, the Coefficient of Variation was calculated, determining the degree of inter-rater agreement in each of the items. The results obtained in this validation show a significant agreement between the judges in most of the items, resulting in a questionnaire made up of 3 dimensions, 5 factors and a total of 41 items. Lastly, for the statistical validation of this latest version of the tool a non-probabilistic convenience sample was carried out, with a sample of 496 students in higher education. The data collected was subjected to an Exploratory and Confirmatory Factor Analysis. The results obtained through the R-Studio test and the different adjustment indices provide a valid and reliable final instrument composed of 4 dimensions and 34 items. Moreover, with the aim of complementing the information gathered using the implemented questionnaire, we present a second investigation of a qualitative nature, establishing as our objective the analysis of advantages and limitations perceived by students regarding the implementation of a blended learning system. The study was conducted with the participation of 330 students. The information collected was subjected to a categorization and codification process based on a deductive-inductive approach, extracting both the advantages and the disadvantages in a total of 4 macro-categories. Of these macro-categories, 9 categories and 22 codes were established for the advantages, and 6 categories and 22 codes were established for the disadvantages. With regards to the number of content units, a total of 483 units were extracted for the advantages with 706 units extracted for the disadvantages. The results obtained in this study establish possible lines of improvement in the quality of teaching-learning processes in blended learning environments mainly directed toward the b-learning system design. Improvement can also be made regarding the continuous training of teachers and the preparation of students to carry out their learning in blended learning environments. In conclusion, the development of this Doctoral Thesis provides, firstly, a conceptualisation of the quality of blended learning, based on students’ construction of knowledge from a socio-constructivist perspective. Secondly, it provides a multidimensional and systemic interpretation in both educational quality and in the assessment of said construct. Thirdly, it provides a clear delimitation of dimensions, factors and indicators of educational quality in blended learning systems based on solid theoretical foundations. Fourthly, this thesis provides a reliable and valid questionnaire for both educators and researchers that allows for the assessment of subjects or courses implemented in a blended learning format.