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Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

Antonia Bralić and Blaženka Divjak
Fecha de publicación: 5 de febrero de 2018

It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating MOOCs with more or less success in a traditional classroom setting to support various learning preferences, introduce this new way of learning to students, and to make learning available to those who might not be able to follow traditional instructions. This paper researches a blended learning model where a MOOC has been integrated in a traditional classroom. A learning outcomes based approach was implemented, that supported a balanced student workload. Qualitative approach was used to analyse students’ learning diaries. Based on this research, benefits of integrating a MOOC with classroom based teaching were identified, as well as barriers that can hinder the successful implementation. Recommendations for teachers are provided.

MOOC; Blended learning; Coursera; Higher education; Approaches to learning; Learning outcomes

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Blended learning: the new normal and emerging technologies

Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders Norberg and Nicole Sicilia
Fecha de publicación: 15 de febrero de 2018

This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.

Blended learning; Higher education; Student success; Student perception of instruction; New normal

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Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Ingrid le Roux and Lynette Nagel
Fecha de publicación: 26 de Abril de 2018

We describe a case study of a third-year undergraduate class in Enterprise Education. A blended learning design in the form of a flipped classroom with a duration of one semester, was explored in two cohorts. The question was to explore how students experienced the flipped class for learning and how this approach presented the different presences in the Community of Inquiry (CoI), and its revisions. The online learning components represented the individual learning space, where the main resource was bespoke videos that replaced lectures and complemented the textbook and other learning material. The classroom hosted a business school-style seminar where students in small groups engaged in solving a new business case study, going through phases of developing a concept to presenting the group solutions to the class. It aimed at fostering active learning both inside and outside the class. Students participated in the activities to apply the theory in new cases. The teacher facilitated the sessions, provided direction and correction as needed. The research used mixed methods consisting of trace data, quantitative and qualitative student feedback to explore how suitable the flipped classroom in undergraduate education was towards developing deep learning. The online individual learning space yielded highly salient Teaching Presences, accompanied by evidence of Agency Presence, characterised by independent activity and personal learning preferences. Online videos and ICT resources helped with understanding the theory ahead of class meetings. Seminars in the collaborative space fostered deep learning of the theory, and enabled students to apply the prepared theory in case studies and solve problems. Integration and particularly Resolution in Cognitive Presence of CoI featured in the seminars, while Social Presence was the weakest. Suggestions are made to implement the flipped class principles in an online class.

Higher education; Flipped classroom; Video; Seminar; Community of Inquiry; Deep learning; Enterprise education; Case studies

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Supporting decision-making processes on blended learning in higher education: literature and good practices review

Álvaro Hernán Galvis
Fecha de publicación: 1 de junio 2018

This article seeks to support decision-making processes in higher education institutions interested in using blended learning (from now on bLearning) as a complement to other learning ecologies. It explores factors that could influence an institution’s decision to implement bLearning and addresses questions that should be answered in this regard. It aims to serve as a framework to strategic and tactical decisions around bLearning as a complement to other learning modalities. Questions aimed at supporting the construction of multidimensional bLearning environments that transform educational practices are raised around themes requiring critical analysis to materialize the bLearning implementation strategy: educational, operational and business models. This work concludes with an analysis of how to achieve the institutional transformation process, including how to articulate the bLearning modality with existing pedagogical approaches such that bLearning innovations become institutionalized and sustainable.

Blended learning; Hybrid learning; Higher education; Strategic thinking; bLearning; bLearning educational model; bLearning operational model; bLearning business model

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Blended Learning in Higher Education: research findings

Charles Graham, Norm Vaughan, Charles Dziuban and Vitor Duarte Teodoro
Fecha de publicación:

The focus of this special issue of the International Journal of Educational Technology in Higher Education is on blended approaches to learning and teaching in higher education. It provides readers with current research and strategies to support a blended approach to learning and teaching at the course, program, and institutional level in higher education.

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Enhancing student learning experience with technology-mediated gamification: An empirical study

Crystal Han-HueiTsay, Alexander Kofinas, JingLuo
Fecha de publicación: junio de 2018

We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material.

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Chapter 17: Using Videos in Blended Learning: Pitfalls and Success Factors

Billy Tak Ming Wong, Beryl Yuen Yee Wong
Fecha de publicación: 8 de marzo de 2018

The past decade has witnessed a broad range of practices in blended learning. Among these, the use of videos has been a prominent development, especially with the advances in broadband networks and mobile technology that have made possible the playing and authoring of high-quality videos in an easy manner.

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Blended learning in higher education: Research findings

Varios autores
Fecha de publicación: 2018

Higher education innovators and institutional leaders have many expectations about blended learning. To get the most out of face-to-face and virtual learning environments, these must provide learners with flexible learning environments that overcome situational barriers for learning. Additionally, they must be pedagogically rich learning settings where different learning styles can be supported. This special issue will accept and disseminate research findings concerning the use of blended learning in higher education. Knowledge derived from classroom, program or institutional use of blended learning is welcomed.

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Blended Learning: panorama y perspectivas

Antonio Bartolomé-Pina, Rosa García-Ruiz, Ignacio Aguaded
Año de publicación: 2018

La enseñanza se ha transformado, al comienzo del nuevo siglo, con las tecnologías de la comunicación. Los modelos de enseñanza-aprendizaje mediados por computadoras han supuesto un revulsivo para nuevas formas de enseñar y aprender más allá de las coordenadas espacio-temporales.

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Blended Learning versus Traditional Learning: A Study on Students’ Learning Achievements and Academic Press

Yitong Wei, Yinghui Shi, Harrison Hao Yang
Fecha de publicación: 18 de agosto de 2017

The purpose of this study was to investigate the effectiveness of blended learning and traditional learning on students’ learning achievements and academic press. A quasi-experiment study was conducted using a sample of 104 sophomores in a university in central China for three months.

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Evaluating Blended Learning: Bringing the elements together

Jessica Bowyer, Lucy Chambers
Año de publicación: 2017

This article provides a brief introduction to ‘blended learning’, its benefits and factors to consider when implementing a blended learning programme. It then concentrates on how to evaluate a blended learning programme and describes a number of evaluation frameworks found in the literature. It concludes by introducing a new framework.

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Methodological proposal for the application of international benchmarking in order to assess the quality of virtual higher education

Renata Marciniak
Fecha de publicación: julio de 2015

This research focuses on providing a benchmarking methodology that allows any university offering virtual education (e-learning or b-learning) to compare itself to the best international universities in order to improve the quality of the virtual education offered. In order to verify the adequacy of the proposed methodology, it has been applied to the Polish Virtual University (PUW). On the other hand, the Open University of Catalonia (UOC) was chosen as the leading partner university. The benchmarking performed has allowed the author to obtain solid results in order to draw up and implement a complete action plan for improvement, which will make it possible to increase, in the short and medium terms, the quality of the virtual education offered by PUW. It is therefore concluded that the proposed benchmarking methodology is adequate in order to assess and improve the quality of virtual higher education.

benchmarking; virtual higher education; education assessment; quality of education

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Avances en la enseñanza a distancia de la ingeniería

José Guadalupe Escamilla
Fecha de publicación: 31 de enero de 2014

El Tecnológico de Monterrey es pionero en educación a distancia en América Latina. Ofrece una amplia gama de programas en línea de pregrado, posgrado y educación continua que incluye el área de ingeniería. Esta institución, líder en innovación educativa, también aplica tecnología a los procesos de enseñanza-aprendizaje presencial y semipresencial. Algunos proyectos de innovación educativa online relacionados con la enseñanza de la ingeniería son: MOOCs –Massive Open Online Course, cursos híbridos, simuladores, laboratorios virtuales y remotos, y otros proyectos de gran alcance como universidades corporativas y educación continua ejecutiva.

Aprendizaje a distancia; aprendizaje mixto; educación a distancia; innovación educativa

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Orientaciones para el diseño, producción e implementación de cursos virtuales

Ministerio de Educación Nacional – MEN
Fecha de publicación: mayo de 2013

El proceso que se adelanta para la consolidación del Sistema Nacional de Innovación Educativa con Uso de Tecnologías de la Información y la Comunicación (TIC) que lidera la Oficina de Innovación Educativa con Uso de Nuevas Tecnologías, del Ministerio de Educación Nacional, tiene dentro de sus propósitos adelantar la sistematización y documentación de sus proyectos, iniciativas y experiencias. Desde esta perspectiva, este documento de orientaciones pretende contribuir a mejorar y fortalecer los referentes, conceptos, procesos y procedimientos relacionados con el diseño, producción e implementación de cursos virtuales.

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Desafíos del eLearning y el bLearning en educación superior

Álvaro Hernán Galvis Panqueva, Liliana del Carmen Pedraza Vega
Fecha de publicación: 2 de marzo de 2013

Este documento busca contribuir a la discusión sobre lo que conviene hacer con tecnologías de información y comunicación en instituciones de educación superior que quieren atender los retos que les plantea la modernidad y los contextos a los que sirven. Una serie de preguntas claves sirven de marco al trabajo y se presentan en la introducción al mismo. En la segunda sección se revisan textos de varios autores y nuestro aporte gira en torno a dos asuntos fundamentales: los retos a la educación superior y las oportunidades que ofrecen el eLearning y el bLearning para atender dichos retos; se trae a colación lo que plantean trabajos relacionados y se establece un marco de referencia conceptual que servirá para presentar, en la tercera sección y cuerpo del estudio, los hallazgos sobre lo que enseñan las buenas prácticas en bLearning y eLearning en instituciones del ámbito iberoamericano y que son líderes en estas modalidades educativas, desde las dimensiones educativa, tecnológica y organizacional. En la sección cuarta se analizan con lente estratégico los hallazgos, analizando los factores claves de éxito en el uso de las modalidades eLearning, bLearning y combinación de ellas. Las conclusiones y guía de reflexión que surgen del estudio se enmarcan en las tres dimensiones en que se estudiaron los casos, de cara a los desafíos que enfrenta la educación superior en la Sociedad del Conocimiento.

TIC—Tecnologías de información y comunicación; IES—Instituciones de Educación Superior; bLearning / Blended Learning / hybrid learning; eLearning / virtual learning / online learning; aprendizaje en ambientes mixtos; aprendizaje en ambientes virtuales; aprendizaje en línea; aprendizaje a distancia; buenas prácticas en eLearning / bLearning; factores claves de éxito en eLearning / bLearning

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An avalanche is coming: Higher education and the revolution ahead

Michael Barber, Katelyn Donnelly, Saad Rizvi
Fecha de publicación: marzo de 2013

An Avalanche is Coming sets out vividly the challenges ahead for higher education, not just in the US or UK but around the world. Just as we’ve seen the forces of technology and globalisation transform sectors such as media and communications or banking and finance over the last two decades, these forces may now transform higher education. The solid classical buildings of great universities may look permanent but the storms of change now threaten them.

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Emerging Practice and Research in Blended Learning

Charles R. Graham
Año de publicación: 2013

This chapter introduces the concept of Blended Learning as the combining of online and face-toface instruction. Background and analysis related to variations in institutional definitions of Blended Learning as well as rationales for adopting Blended Learning are presented. Prominent models of Blended Learning in higher education, k-12, and corporate training contexts are highlighted. A synthesis of current research related to Blended Learning is organized around the themes of theory, learning effectiveness, learner satisfaction, faculty satisfaction, access and flexibility, and cost effectiveness. The chapter ends with recommendations for future research related to Blended Learning environments.

Blended Learning; hybrid course; mixed mode; online and face-to-face modalities; learning environments; learning effectiveness; access, flexibility; learner satisfaction; cost effectiveness

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La educación superior a distancia y virtual en Colombia: nuevas realidades

Álvaro Hernán Galvis Panqueva, Liliana del Carmen Pedraza Vega
Año de publicación: 2013

Este documento busca contribuir a la discusión sobre lo que conviene hacer con tecnologías de información y comunicación en instituciones de educación superior que quieren atender los retos que les plantea la modernidad y los contextos a los que sirven. Una serie de preguntas claves sirven de marco al trabajo y se presentan en la introducción al mismo. En la segunda sección se revisan textos de varios autores y nuestro aporte gira en torno a dos asuntos fundamentales: los retos a la educación superior y las oportunidades que ofrecen el eLearning y el bLearning para atender dichos retos; se trae a colación lo que plantean trabajos relacionados y se establece un marco de referencia conceptual que servirá para presentar, en la tercera sección y cuerpo del estudio, los hallazgos sobre lo que enseñan las buenas prácticas en bLearning y eLearning en instituciones del ámbito iberoamericano y que son líderes en estas modalidades educativas, desde las dimensiones educativa, tecnológica y organizacional. En la sección cuarta se analizan con lente estratégico los hallazgos, analizando los factores claves de éxito en el uso de las modalidades eLearning, bLearning y combinación de ellas. Las conclusiones y guía de reflexión que surgen del estudio se enmarcan en las tres dimensiones en que se estudiaron los casos, de cara a los desafíos que enfrenta la educación superior en la Sociedad del Conocimiento.

TIC—Tecnologías de información y comunicación; IES—Instituciones de Educación Superior; bLearning / Blended Learning / hybrid learning; eLearning / virtual learning / online learning; aprendizaje en ambientes mixtos; aprendizaje en ambientes virtuales; aprendizaje en línea; aprendizaje a distancia; buenas prácticas en eLearning / bLearning; factores claves de éxito en eLearning / bLearning

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Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches

Ömer Delialioğlu
Fecha de publicación: enero de 2012

This study investigates how blending of different instructional approaches with technology affects students’ engagement. A computer networks course was designed and implemented for the first eight weeks of the semester as a lecture-based Blended Learning environment and for the second eight weeks of the semester as a problem-based Blended Learning environment. A single group repeated measures research design was carried out to understand if there are significant differences in measures of student engagement between these two Blended Learning approaches. Repeated measure ANOVA analysis on the data collected from 89 students revealed that Active Learning and Total Time on Task indicators of student engagement were significantly higher in the problem-based part of the course. Interaction and Level of Academic Challenge components and course satisfaction did not show any significant differences between the two parts. Regression analysis showed that the difference in Active Learning is not due to student individual differences but rather the learning environment provided in the problem-based Blended Learning.

Interactive learning environments; Teaching/learning strategies; Evaluation of CAL systems; Pedagogical issues; Improving classroom teaching

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Blended Learning Models Generating Lessons Learned

Katie Ash
Fecha de publicación: 23 de octubre de 2012

Since Blended Learning exploded onto the K-12 scene with promises of personalized and student- centered learning, it has proliferated into dozens of different models, with educators continually tweaking and changing those methods to find the perfect balance of face-to-face and online instruction to meet the needs of their students.

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Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning

Zi-Gang Ge
Fecha de publicación: 26 de marzo de 2011

This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the cyber asynchronous approach. Students’ final scores were collected and processed at the end of the semester. The null hypothesis was that there would be no significant differences in the outcomes of the two approaches. But the data obtained repudiates the null hypothesis and shows that although both approaches improved students’ performance, the blended approach could bring a significantly better result for adult elearners in their English study than the single cyber asynchronous approach. The questionnaire survey at the end of the study indicates that cyber synchronous learning can provide students with some unique help which cannot be obtained in cyber asynchronous learning.

Cyber synchronous learning; Cyber asynchronous learning; Blended cyber approach; Online courses

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A hybrid approach to university subject learning activities

Luz Adriana Osorio Gómez, Josep M. Duart
Fecha de publicación: 17 de marzo de 2011

In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogotá, Colombia. The study analyses students’ perceptions of subject design and delivery, with particular reference to learning activities and the roles of lecturers and students during moments of interaction. Elements of socio-cultural activity theory were taken as a reference for subject analysis. It is a qualitative research project containing some quantitative data. For the purposes of the study, the following instruments were designed and applied: a student survey, student interviews (by subject), lecturer interviews, and a subject design and planning observation guide. The study’s conclusions present the characteristics of learning activities and of student– lecturer and student–student interaction that fostered the attainment of subject learning objectives. These characteristics can make a positive contribution to the process of subject design and delivery using a hybrid approach, meaning integration between face-to-face and e-learning actions in the delivery of learning activities.

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Evolución y retos de la educación virtual: construyendo el e-learning del siglo XXI

Begoña Gros Salvat
Año de publicación: 2011

Hablar de e-learning en la segunda década del siglo xxi no parece muy novedoso. Hay muchas obras importantes de referencia sobre el tema en la bibliografía nacional e internacional. Sin embargo, nuestra motivación se deriva de intentar plasmar aspectos del e-learning surgidos en la práctica cotidiana a través de la experiencia acumulada en una institución —la UOC— que lleva más de 15 años formando personas a través de un sistema de formación en línea, y de reflexionar sobre los mismos.

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Estándares de e-learning: guía de consulta

José Ramón Hilera González, Rubén Hoya Marín
Año de publicación: 2010

El principal objetivo de un estándar es el establecimiento de un lenguaje común que permita la colaboración en un determinado ámbito de la actividad humana. Los estándares han sido uno de los pilares del progreso de todos los campos de la industria, haciendo posible, por ejemplo, que Internet sea hoy una realidad, y el propio término “Internet” hace referencia a un estándar.

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Del eLearning al Blended Learning: nuevas acciones educativas

Julio Cabero Almenara, M. Carmen Llorente Cejudo
Fecha de publicación: enero de 2008

Hace no mucho que debatíamos sobre las posibilidades y limitaciones que el eLearning suponía para la formación, aportando una diversidad de pros y contras, la mayoría de las veces, respondiendo más a los objetivos y beneficios que los responsables de dicha formación obtenían, en vez de tener en cuenta lo que realmente suponía aplicar esta modalidad formativa para los verdaderos actores de dicho proceso de enseñanza/aprendizaje: los alumnos. Y es desde esta perspectiva, desde la que aparece esta nueva estrategia de aplicación de los recursos telemáticos a la formación, el denominado Blended Learning (B-Learning) o Aprendizaje Mezclado o Híbrido, intentando dar respuesta a muchas de las limitaciones que, a lo largo de estas últimas décadas, han ido manifestándose en diversidad de estudios e investigaciones al respecto, de las que podríamos destacar algunas como: competencias tecnológicas necesarias para el manejo de la plataforma, adaptación a nuevos métodos de aprendizaje, costos en la adquisición de la infraestructura necesaria, o sensación de pérdida y aislamiento en diferentes momentos del proceso formativo, entre otras. Bien es cierto que, muchos autores apuntan a la aparición de dicha modalidad bajo la idea del fracaso del eLearning, a finales de los noventa, después de una época de entusiasmos iniciales y de grandes expectativas entorno al mismo; afirmaciones desmentidas, evidentemente, por los agentes implicados en el desarrollo de dichos procesos formativos. Creemos, desde nuestro punto de vista, que el eLearning no ha fracasado, sino que quizás las expectativas iniciales resultaron ser demasiado altas. Sin olvidarnos que, posiblemente, no se atendieron lo que son las variables críticas a contemplar para su incorporación a los procesos de formación, y se centraron más en acciones instrumentales y técnicas, como son la capacidad tecnológica de la banda, el LMS que debería utilizarse, o si éste último debía ser libre o propietario.

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Blending in: The Extent and Promise of Blended Education in the United States

I. Elaine Allen, Jeff Seaman, Richard Garrett
Fecha de publicación: marzo de 2007

Blending In: The Extent and Promise of Blended Education in the United States builds on the series of annual reports on the state of online education in U.S. Higher Education. This study, like the previous reports, is aimed at answering some of the fundamental questions about the nature and extent of education in the United States. Unlike the previous reports that focused exclusively on online learning, the current report examines blended (also called hybrid) instruction. The findings are based on three years of responses from a national sample of over 1,000 colleges and universities. Additional results are presented from an Eduventures-conducted national survey of 2,033 U.S. adults interested in postsecondary education in the next three years.

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The undergraduate experience of blended e-learning: a review of UK literature and practice

Rhona Sharpe, Greg Benfield, George Roberts, Richard Francis
Fecha de publicación: octubre de 2006

The review of blended e-learning was undertaken by the Oxford Centre for Staff and Learning Development at Oxford Brookes University for the Higher Education Academy. The aim was to review existing research and practice on blended elearning, identify key studies and issues, and make recommendations to guide future policy, practice and research.

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Blended Learning systems: Definition, current trends, and future directions

Charles R. Graham
Fecha de publicación: enero de 2006

The term “Blended Learning” is being used with increased frequency in both academic and corporate circles. In 2003, the American Society for Training and Development identified Blended Learning as one of the top ten trends to emerge in the knowledge delivery industry (cited by Rooney, 2003). In 2002, The Chronicle of Higher Education quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002, p. A33). Also quoted in that article was the editor of The Journal of Asynchronous Learning Networks who predicted a dramatic increase in the number of hybrid (i.e., blended) courses in higher education, possibly to include as many as 80-90% of all courses (Young, 2002).

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Faculty Best Practices Using Blended Learning in E-learning and Face-to-Face Instruction

Fernando J. Mortera-Gutierrez
Fecha de publicación: noviembre de 2005

Blended Learning (B.L.) is widely used nowadays in many higher education institutions, especially those which have embraced distance education and any other form of e-learning as one of their major institutional and teaching efforts, such as “The Instituto Tecnológico y de Estudios Superiores de Monterrey” (ITESM) has done in Mexico.

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Blended Learning Design: Five Key Ingredients

Jared M. Carman
Fecha de publicación: enero de 2005

Before we dive into the instructional design, we need to ask the question: what is the business case for Blended Learning? In a 2001 IDC study, Julian and Boone found, “The importance of a blended approach to learning is that it ensures the widest possible impact of a learning experience and thus ensures…that the organization optimizes productivity and delivers value to its customers” (Julian and Boone 2001).

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Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses

Alfred P. Rovai, Hope M. Jordan
Fecha de publicación: agosto de 2004

Blended Learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

Blended Learning; sense of community; higher education; online learning; computer-mediated communication; faculty training

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El aprendizaje híbrido o combinado (Blended Learning): acompañamiento tecnológico en las aulas del siglo XXI

Fernando J. Mortera Gutiérrez

El Blended Learning o aprendizaje combinado (híbrido) es ampliamente usado en nuestros días en instituciones de educación superior, especialmente en aquellas que han abrazado la educación a distancia y cualquier forma de e-learning (aprendizaje a distancia vía electrónica) como uno de sus mayores esfuerzos institucionales y de enseñanza, tal como le ha hecho el Instituto Tecnológico y de Estudios Superiores de Monterrey (en adelante, Tecnológico de Monterrey) en México.

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Modelo B-learning, como una alternativa innovadora y de éxito en los sistemas educativos de nivel superior

Theira Irasema Samperio Monroy, Sandra Luz Hernández Mendoza, Ma. De Jesús Gutiérrez Sánchez, Diana Pérez Silva

En la actual sociedad del conocimiento, estamos viviendo en un contexto globalizado donde los avances tecnológicos han originado profundas transformaciones en las prácticas educativas. De igual forma, las nuevas generaciones, vienen con nuevas habilidades, relacionadas con el uso de TIC, y que desarrolladas como parte de su vida propician nuevas posibilidades de aprendizaje y cambio.

Blended Learning; TIC; aprendizaje; innovación; modelo educativo

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Open Learning: The Journal of Open, Distance and e-Learning

Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, Olivier Aba

e-Learning has entered the mainstream in higher education and many institutions are implementing technology-mediated learning at some level. This paper outlines the case of a course taught jointly in 2010 over three months by two graduate programmes in management at the University of Tsukuba in Japan and the Grenoble Ecole de Management in France through a video-conferencing system and other information and communications technology tools. The authors used a Blended Learning approach aimed at increasing collaboration among instructors and students remotely located. The results of a questionnaire survey of students conducted during the course provide practical recommendations for developing and managing a hybrid course balancing the positive aspects of e-learning with the benefits of face-to-face instruction, while suiting the participants’ cultural learning preferences. Particular insights include selecting a relevant Blended Learning course topic, addressing student diversity and distinct learning motives, and bringing ‘tangible diversity’ through the exchange of faculty.

Blended Learning; cross-cultural management; graduate education

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Procesos de transferencia de recurso educativo abierto en modelos de universidades globales hacia cursos de e-learning y Blended Learning

Georgina González Ávila, Fernando Lozano Martínez, María Soledad Ramírez Montoya

El objetivo de esta ponencia es presentar los resultados de un estudio de procesos de transferencia de recurso abierto en modelos de universidades globales hacia cursos de e-learning y Blended Learning, con el fin de conocer los procedimientos, las ventajas y obstáculos en estos procesos. Se realizó un estudio de caso donde se aplicaron tres tipos de entrevistas a diseñadores instruccionales, innovadores y docentes y el análisis de plataformas, con el fin de registrar los procesos de transferencia de recursos de Massachusetts Institute of Technology-OpenCourseWare hacia dos cursos de licenciatura de una institución privada con programas de educación a distancia (elearning) y programas híbridos (Blended Learning). Los resultados obtenidos indican los factores acerca del proceso, obstáculos, taxonomía de impartición, y granularidad de materiales, mismos que influyen en la transferencia de recurso educativo abierto y la metodología para la transferencia entre universidades globales, en el campo de la tecnología educativa.

transferencia; transferencia de recurso educativo abierto; recurso educativo abierto; e-learning; Blended Learning; OCW- OpenCourseWare

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Libros relacionados

AHA, más allá de APA con AVA, donde las mezclas deben ser multidimensionales. Capítulo VIII de Internet y Educación: amores y desamores

Patricia Ávila Muñoz y Claudio Rama Vitale
Fecha de publicación: 2017

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Desafios del e-learning y b-learning en educación superior. En La educación a distancia y virtual en Colombia: nuevas realidades

Patricia Ávila Muñoz y Claudio Rama Vitale
Fecha de publicación: 2017

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Ambientes virtuales de aprendizaje y educación inclusiva en la formación de educadores en servicio y de formación inicial Caso 1 de Casos de Estudio: Especial de educación a distancia

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