Aprendizaje basado en actividades asíncronas en un entorno Blended Learning

  1. Rodríguez Santos, Mª Angeles 1
  2. Casado García-Hirschfeld, Elena 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revue:
Revista de Estudios Empresariales. Segunda época

ISSN: 1988-9046

Année de publication: 2024

Número: 1

Pages: 5-18

Type: Article

DOI: 10.17561/REE.N1.2024.8202 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista de Estudios Empresariales. Segunda época

Résumé

This article details the results of a study based on research carried out by a Teaching Innovation Group (GID) within the framework of blended university teaching. This GID has developed two types of experiences. The first is part of a teaching innovation network and is based on collaborative work between students of two courses of the same degree. The second focuses on the preparation of whiteboard videos made available to students. In both cases, the research is carried out in subjects of the Degree in Economics. The objective of this article is double. In the first place, it is intended to analyze to what extent teachers can stimulate student participation in the virtual course. Second, it discusses how teachers can foster the development of a strong learning community in a virtual environment.

Références bibliographiques

  • Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., … & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525. 10.2147/PRBM.S331741
  • Beatty, B. J. (2019). Hybrid-flexible course design. Implementing student directed hybrid classes. Provo, Utah: EdTech Books. https://edtechbooks.org/hyflex/impact
  • Cleary, Y. & Marcus-Quinn, A. (2008). Using a Virtual Learning Environment to Manage Group Projects: A Case Study, International Journal on E-Learning, Vol. 7, No. 4, pág. 603–621.
  • Farías Martínez, G. M., & Montoya del Corte, J. (2009). Gestión de un entorno virtual de aprendizaje para el desarrollo de competencias profesionales interculturales: una experiencia de educación superior entre México y España. Apertura, 1(1).
  • Ghani, S., & Taylor, M. (2021). Blended learning as a vehicle for increasing student engagement. New Directions for Teaching and Learning, 2021(167), 43–51. DOI: 10.1080/07294360.2018.1517732
  • Goikoetxea, E. y Pascual, G. (2005). Aprendizaje cooperativo: bases teóricas y hallazgos empíricos que explican su eficacia. [Disponible en: www.uned.es/educacionXX1/pdfs/05-10.pdf].
  • Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. Available at: https://eric.ed.gov/?id=EJ1218398
  • Hiraldo, R. (2013). Uso de los entornos virtuales de aprendizaje en la educación a distancia. Congreso de la Revista Electrónico de Tecnología Educativa, Costa Rica.
  • Lakhal, S., Mukamurera, J., Bédard, M. E., Heilporn, G., & Chauret, M. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi.org/10.1186/s41239-020-0180-z
  • Martín-Peña, M. L.; Díaz-Garrido, E.; Sánchez-López, J. M. (2015). Coordinación interdisciplinar mediante aprendizaje basado en problemas. Una aplicación en las asignaturas dirección de producción y estadística empresarial, Revista de Investigación Educativa, 33(1), 163–178. http://dx.doi.org/10.6018/rie.33.1.179741
  • Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267–277. https://doi.org/10.1080/1475939X.2014.888370
  • Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682
  • Raes, A., Windey, I., Beernaert, T., Bonte, P., Vanherweghe, G., Detienne, L., … & Desmet, P. (2019). Towards technology-enhanced, interactive learning spaces in higher education. https://doi.org/10.1007/s10984-019-09303-z
  • Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H. W. S., & Rees, R. (2016). Why some teachers easily learn to use a new virtual learning environment: A technology acceptance perspective. Interactive Learning Environments, 24(3), 539–552. http://dx.doi.org/doi:10.1080/10494820.2014.881394
  • Southard, S., Meddaugh, J., & France-Harris, A. (2015). Can SPOC (self-paced online course) live long and prosper? A comparison study of a new species of online course delivery. Online Journal of Distance Learning Administration, 18(2). Available at: https://www.learntechlib.org/p/158594/
  • Taylor, M. C., Atas, S., & Ghani, S. (2019). Alternate dimensions of cognitive presence for blended learning in higher education. International Journal of Mobile and Blended Learning (IJMBL), 11(2), 1–18. https://doi.org/10.4018/IJMBL.2019040101
La source de données: Dialnet