Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
Abstract
This article presents the results of the exploratory pre-experimental evaluation process of design and didactic development of three subjects using the semi-distance learning model or blended learning, through a pilot application plan in bachelor’s degrees of the Faculty of Social Sciences at the Universidad Nacional de Costa Rica. First, the blended learning model was applied. Later, scientific information was collected through a survey of students, a panel discussion with teachers, and an analysis of the contents of the study programs. The results show that the interaction between students and teachers increases through their favorite activities such as forums and tasks, which strengthen the individual and collaborative work and the reflective analysis, aspects that favor building learnings. Various lines of research arise from this study; they are necessary to go in depth, specifically, in quasi-experimental studies. Some of these lines are the following: to show the assumptions of the blended learning and educational factors that favor the development of meaningful learning for the student; to determine what the cognitive processes, carried out in mixed learning environments, are; and to test the positive relationship between the student’s academic performance and the semi-distance didactics.
References
Ahumada, P. (2005). La evaluación auténtica: un sistema para la obtención de evidencias y vivencias de los aprendizajes. Perspectiva Educacional, Formación de profesores, 11-24.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M. y Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87- 122. doi: 10.1007/s12528- 013-9077-3.
Bliuc, A., Ellis, R. A., Goodyear, P., & Piggott, L. (2011). A blended learning approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. Computers & Education, 56(3), 856-864. doi:http://dx.doi.org/10.1016/j.compedu.2010.10.027.
Campbell, D., & Stanley, J. (1995). Diseños experimentales y cuasiexperimentales en la investigación social. Argentina: Amorrortu editores.
Coaten, N. (2003). Blended e-learning. Educaweb, 69. Tomado de http://www.educaweb.com/esp/servicios/monografico/formacionvirtual/1181076.as p.
España, C., & Canales, A. (2013). La Utilidad de las TIC para la Promoción de Aprendizajes en la Educación Superior. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. Universidad de Salamanca, Vol. 14, núm. 1, pp.189-227.
Hernández, G. (2006). Paradigmas en psicología de la educación. México: Editorial Padiós.
Hinojo, M., & Fernández, A. (2011). El aprendizaje semipresencial o virtual: nueva metodología de aprendizaje en Educación Superior. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10 (1), 159-167.
Renner , D., Laumer , S., Weitzel , T. (2014) Effectiveness and Efficiency of Blended Learning –A Literature Review doi=10.1.1.667.5220&rep=rep1 .
Bartolomé, A. P. (2008). Entornos de aprendizaje mixto en educación superior. AIESAD RIED RIED. Revista Iberoamericana de Educación a Distancia v.11:1, 2008, pp15-51, http://revistas.uned.es/index.php/ried/article/view/955/874.
Campo, A., & Oviedo, H. (2008). Propiedades Psicométricas de una Escala: la Consistencia Interna. Rev. salud pública 10(5), 831-839.
Cohen, L., & Manion, L. (1990). Métodos de investigación educativa. Madrid: La Muralla.
El-Hmoudova, D., & Tejklova, M. (2016). Computer based key language competence development. Procedia - Social and Behavioral Sciences 217 ( 2016 ) 57 – 64 , http://www.sciencedirect.com/science/article/pii/S1877042816000501.
Flick, U. (2012). Introducción a la investigación cualitativa (3a. ed.). Madrid: Morata .
House, E. (1997). Evaluación, ética y poder. Madrid: Ediciones Morata.
Krasnova, T., & Demeshko, M. (2015). Tutor-mediated support in blended learning. Procedia-Social and Behavioral Sciences, 166(0), 404-408. doi:http://dx.doi.org.roble.unizar.es:9090/10.1016/j.sbspro.2014.12.544.
Lin, W., & Wang, C. (2012). Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit. Computers & Education, 58(1), 88-99. doi:http://dx.doi.org/10.1016/j.compedu.2011.07.008.
Monereo, C., Castelló, M., Clariana, M., Palma, M., & Pérez, M. (2007). Estrategias de enseñanza y aprendizaje. Barcelona.
Pérez, G. (2001). Modelos de Investigación Cualitativa en Educación Social y Animación Sociocultural. 2da. Ed. Madrid. España: Narcea, S.A. de Ediciones.
Sierra-Bravo, R. (2001). Técnicas de Investigación Social. Teoría y Ejercicios. Madrid: Parninfo S.A.
Stufflebeam, D., & Shinkfield, A. (1995). Evaluación sistemática-Guía teórica y práctica. España: Paidós.
UNESCO. (2014). Informe de seguimiento de la EPT en el Mundo.
Enseñanza y aprendizaje: lograr la calidad para todos. Paris: Ediciones UNESCO.
Vieira, D. (2011). Estilos de aprendizaje y medios didácticos en contextos virtuales. Departamento de Didáctica. Organización Escolar y Didácticas Especiales. Madrid: Tesis doctoral. UNED. España.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
Comentarios (ver términos de uso)
Most read articles by the same author(s)
- Alba Canales-García, Isabel Araya-Muñoz, Teaching Resources for Commercial Education Learning: A Higher Education Learning Experience Systematization , Revista Electrónica Educare: Vol 21, No 2 (2017): Educare Electronic Journal (May-August)