Ejemplificación de metodología mixta para el análisis del uso de entornos blended learning en docentes universitarios

• Antonio Víctor Martín García ^[1] ; María Cruz Sánchez Gómez ^[1] ; Bárbara Gutiérrez Pérez ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. 33, 2019, págs. 16-31
• Idioma: español
• DOI: 10.17013/risti.33.16-31
• Títulos paralelos:
  • Exemplification of Mixed Methodology for the Analysis of the Use of Blended Learning Environments amongst University Teachers
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El objetivo de este trabajo es averiguar a partir de las experiencias y percepciones de profesores universitarios, las principales expectativas, actitudes, demandas, ventajas y desventajas de la aceptación -y adopción- de las metodologías de Blended Learning (BL) en la enseñanza superior. El trabajo empírico se realizó siguiendo un diseño metodológico mixto de tipo derivativo secuencial de equivalencia de status. La información cuantitativa fue recogida con un cuestionario, elaborado ad hoc, al que contestaron 980 profesores universitarios; de éstos, 86 manifestaron de forma abierta su opinión sobre estas metodologías. Para integrar los resultados de los análisis CUANT-CUAL se realizó un análisis DAFO en el que se ponen de manifiesto, a juicio de los docentes participantes en el estudio, las debilidades, amenazas, fortalezas y oportunidades de la enseñanza B-learning, a nivel interno y externo de las instituciones universitarias

  • English

    The objective of this work is to find out, through the experiences and perceptions of university teachers, what the main expectations, attitudes, demands, advantages and disadvantages of the acceptance -and adoption- of Blended Learning (BL) methodologies are in higher education. The empirical work was carried out following a mixed methodological design of sequential derivative type of status equivalence. The quantitative information was collected with an ad hoc questionnaire to which 980 university teachers replied; of these, 86 openly expressed their opinion about these methodologies. In order to integrate the results of the QUANT-QUAL analysis, a SWOT analysis was carried out in which university teachers expressed the weaknesses, threats, strengths and opportunities of Blended Learning at universities - at both an internal and external level.

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