Blended learning, más allá de la clase presencial

Mercè Gisbert Cervera,Jesús Salinas Ibáñez,Bárbara De Benito Crosetti,Adolfina Pérez Garcies

doi:10.5944/ried.21.1.18859

Abstract

In this paper we present a thorough literature review of different analyses and meta-analyses recently made to define the concept of e-learning and its impact on university. We consider the models, tools and strategies that can be implemented in Higher Education from the perspective of teachers, students or the teaching and learning planning process, and offer recommendations oriented to pedagogical planning and the integration of different training modalities (e-learning, b-learning and face-to-face), taking into account the need to guide training processes based on flexibility and continuous change. We approach b-learning from a general perspective oriented to plan its implementation in Higher Education as a strategy of change with an organizational character.

Highlights

In this paper we present a thorough literature review of different analyses and metaanalyses recently made to define the concept of e-learning and its impact on university
Y consecuentemente los retos, que el b-learning presenta en la educación superior dependen del nivel en que ocurra la combinación: nivel de actividad, de curso, de programa o a nivel institucional (Graham, 2006)
Tener en cuenta que adoptar este tipo de modelos no implica, necesariamente, reducir las horas de presencialidad de los modelos presenciales pues la no presencia en clase del profesor y el estudiante supone la necesidad de planificar de otro modo el proceso de E-A (Sharif y Gisbert, 2015) y de utilizar, como hemos apuntado en los apartados anteriores, herramientas tecnológicas que nos permitan gestionar la parte no presencial del proceso formativo

Summary

Introduction

In this paper we present a thorough literature review of different analyses and metaanalyses recently made to define the concept of e-learning and its impact on university.

Results

Conclusion