Skip to main content
SpringerLink
Log in

The Blended Learning Pedagogical Model in Higher Education

  • Chapter
  • First Online:
Blended Learning: Convergence between Technology and Pedagogy

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 126))

Abstract

The adoption of Blended Learning has been growing actively in higher education across the world, becoming the new traditional model, or the new normality in the teaching-learning process, optimising the use of face-to-face and online environments. It is presented as a modality that is effective in the attainment of skills and academic results. This chapter presents a pedagogical Blended Learning model implemented ten years ago in higher education, which pedagogically structures the teaching-learning process surrounding face-to-face and online activities, articulated and sequenced in stages of increasing complexity, based on the contributions of various theories. The model promotes the prolongation of a face-to-face class with the use of technologies and technological platforms. The model’s activities offer various opportunities of guided coursework online and in-person with the purpose of developing increasing degrees of autonomy, with the student playing the role of an active protagonist and the teacher fulfils the double role of designer of learning situations and mediator, facilitator and manager. Planning outlines are offered in a B-Learning course and in the design of e-activities, as well as didactic and pedagogical suggestions for its implementation and progressive experience by the teacher.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

7. References

  1. Duart, J.M., Santiago, M.: Transformaciones en la universidad hoyRev. Esp. Educ. Comp.26, 15–39 (2015)

    Google Scholar 

  2. Boelens, R., Voet, M., De Wever, B.: The design of blended learning in response to student diversity in higher education: instructors’ views and use of differentiated instruction in blended learning. Comput. Educ. 120, 197–212 (2018)

    Google Scholar 

  3. Dziuban, C. et al.: Blended learning: the new normal and emerging technologies. Int. J. Educ. Technol. High. Educ. 15(1), 3 (2018)

    Google Scholar 

  4. Alexander, B. et al.: EDUCAUSE Horizon Report 2019 Higher Education Edition. EDU19 (2019)

    Google Scholar 

  5. Protopsaltis, S., Baum, S.: Does online education live up to its promise? A Look Evid. Implic. Fed. Policy (2019)

    Google Scholar 

  6. Graham, C.: Developing model and theory blended learning research. In: Cap. 2 en Picciano, A.G., Dziuban, C.D., Graham, C.R. (eds.). Blended Learning: Research Perspectives, vol. 2. Routledge, New York (2014)

    Google Scholar 

  7. Spring, K.J., Graham, C.R.: Blended learning citation patterns and publication networks across seven worldwide regions. Australas. J. Educ. Technol. 33(2) (2017)

    Google Scholar 

  8. Ross, B., Gage, K.: Global perspectives on blending learning. In: Bonk, J.C. Graham, R.C. (eds.) The Handbook of Blended Learning, pp. 155–168 (2006)

    Google Scholar 

  9. Norberg, A., Dziuban, C.D., Moskal, P.D.: A time-based blended learning model. On the Horizon 19(3), 207–216 (2011)

    Google Scholar 

  10. Monteiro, A., Moreira, J.A., Lencastre, J.A.: Blended (e) Learning na Sociedade Digital. Whitebooks (2015)

    Google Scholar 

  11. Martín‐García, A., Martínez‐Abad, F., Reyes‐González, D.: TAM and stages of adoption of blended learning in higher education by application of data mining techniques. Br. J. Educ. Technol. (2019)

    Google Scholar 

  12. Bartolomé Pina, A. et al.: Blended learning: panorama y perspectivas. RIED. Rev. Iberoam. Educ. Distancia 21(1), 33–56 (2018)

    Google Scholar 

  13. Furletti, S., da Costa, J.W.: O BLENDED LEARNING NOS REPOSITÓRIOS BRASILEIROS. Imagens Da Educ. 8(1), e39886 (2018)

    Google Scholar 

  14. da Roza, J.C., da Rocha Veiga, A.M., da Roza, M.P.: Blended learning: uma análise do conceito, cenário atual e tendências de pesquisa em teses e dissertações brasileiras. ETD-Educ. Temática Digit. 21(1), 202–221 (2019)

    Google Scholar 

  15. Pina, A.B.: Entornos de aprendizaje mixto en educación superior. RIED. Rev. Iberoam. Educ. Distancia 11(1), 15–51 (2008)

    Google Scholar 

  16. Picciano, A.G., Dziuban, C.D., Graham, C.R. (eds.): Blended Learning: Research Perspectives. Routledge (2007)

    Google Scholar 

  17. Monteiro, A., Leite, C., Lima, L.: Quality of blended learning within the scope of the Bologna process. Turk. Online J. Educ. Technol.-TOJET 12(1), 108–118 (2013)

    Google Scholar 

  18. Bersin, J.: The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. Wiley, Hoboken (2004)

    Google Scholar 

  19. Bliuc, A.-M., Goodyear, P., Ellis, R.A.: Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet High. Educ. 10(4), 231–244 (2007)

    Google Scholar 

  20. Graham, C.: Blended learning systems. Definition, current trends, and future directions, In: Bonk, C.J., Graham, C.R. (eds.) The Handbook of Blended Learning. Global Perspectives, Local Designs. San Francisco. Pfeiffer (2006)

    Google Scholar 

  21. Jones, N.: The disruptive effect of technology: a university case study. Blended Learn. 114 (2007)

    Google Scholar 

  22. Cubides Salazar, N., Martín-García, A.: Los modelos formativos combinados b-Learning: perspectivas para la enseñanza universitaria. In: Martín-García, A.V. (Coord.) Blended Learning en educación superior. Perspectivas de innovación y cambio. Madrid, Editorial Síntesis SA (2014)

    Google Scholar 

  23. Turpo, O., Hernández, M.J.: La convergencia pedagógica y tecnológica de la modalidad Blended Learning. In: Martín García, A.V. (Coord.) Blended Learning en educación superior. Perspectivas de innovación y cambio. Madrid, Editorial Síntesis SA

    Google Scholar 

  24. Barberà, E.: Aprender e-learning. Grupo Planeta (GBS) (2008)

    Google Scholar 

  25. Duart, J.M., Gil, M.: La universidad en la sociedad red: usos de Internet en educación superior. Grupo Planeta (GBS) (2008)

    Google Scholar 

  26. Martínez, J.: Impact of the proliferation of information and technology in Higher Education. Aula Abierta 40(3), 97–106 (2012)

    Google Scholar 

  27. Picciano, A.G., Dziuban, C.D., Graham, C.R. (eds.): Blended Learning: Research Perspectives. Routledge (2014)

    Google Scholar 

  28. Vaughan, N.: Designing for a blended community of inquiry. In: Joutsenvirta, T.Y., Myyry, L. (eds.) Blended learning in Finland. Publicado por la Facultad de Ciencias Sociales de la Universidad de Helsinki (2010). Documento en línea: http.//www.helsinki.fi/valtiotieteellinen/julkaisut/blended_learning_Finland.pdf

    Google Scholar 

  29. Pereira, J.A. et al.: Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical education 41(2), 189–195 (2007)

    Google Scholar 

  30. López Pérez, M., López, P., Carmen, M., Rodríguez Ariza, L.: Aplicación del aprendizaje combinado en contabilidad. In: Un análisis comparativo entre diferentes titulaciones universitarias Revista de Educación. N° 360. Enero-abril, pp. 461–482 (2013)

    Google Scholar 

  31. Moreira, MA, Mesa, A.L.S., Afonso, M.G.: Análisis de una experiencia de docencia universitaria semipresencial desde la perspectiva del alumnado. RIED. Rev. Iberoam. Educ. Distancia, 11(1), 231–254 (2008)

    Google Scholar 

  32. Campbell, M. et al.: Online versus face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study. Int. J. Nurs. Stud. 45(5), 750–759 (2008)

    Google Scholar 

  33. Almenara, J.C., Cejudo, Mª.D.C.L.: Actitudes, satisfacción, rendimiento académico y comunicación online en procesos de formación universitaria en blended learning. Teoría Educación. Educ. y Cult. En Soc. Inf. 10(1), 172–189 (2009)

    Google Scholar 

  34. Carranza Alcántar, M.R., Caldera Montes, J.F.: Percepción de los Estudiantes sobre el Aprendizaje Significativo y Estrategias de Enseñanza en el Blended Learning. REICE. REICE. Rev. Iberoam. Sobre Calid. Efic. y Cambio en Educ. 16(1), 73–88 (2018)

    Google Scholar 

  35. Essam, R.: Software application for computer aided vocabulary learning in a blended learning environment. Thesis of Master of Arts/Science, The American University in Cairo (2010)

    Google Scholar 

  36. George-Palilonis, J., Filak, V.: Blended learning in the visual communications classroom: student reflections on a multimedia course. Electron. J. E-Learn. 7(3), 247–256 (2009)

    Google Scholar 

  37. Halverson, L.R., Graham, C.R.: Learner engagement in blended learning environments: a conceptual framework. Online Learning 23(2) (2019)

    Google Scholar 

  38. LI, Zhigang et al.: Switching to blended learning: the impact on students’ academic performance. J. Nurs. Educ. Pract. 4(3), 245 (2014)

    Google Scholar 

  39. Rienties, B., Toetenel, L.: The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Comput. Hum. Behav. 60, 333–341 (2016)

    Google Scholar 

  40. Sajid, M.R. et al.: Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? Int. J. Med. Educ. 7, 281 (2016)

    Google Scholar 

  41. Bigum, C., Rowan, L.: Renegotiating knowledge relationships in schools. SAGE Handb. Educ. Action Res. 131–141 (2009)

    Google Scholar 

  42. LÉVY, P.: Cibercultura. (Trad. Carlos Irineu da Costa). Editora 34, São Paulo (2009).

    Google Scholar 

  43. Hattie, J.: Aprendizagem visível para professores: Como maximizar o impacto da aprendizagem. Porto Alegre, Penso Editora (2017)

    Google Scholar 

  44. García del Dujo, Á., Martín-garcía, A.V.: Caracterización pedagógica de los entornos virtuales de aprendizaje. Teoría de la Educación. Revista Interuniversitaria, vol. 14 (2009)

    Google Scholar 

  45. de Pablos Pons, J.: El cambio metodológico en el espacio europeo de educación superior y el papel de las tecnologías de la información y la comunicación. RIED. Rev. Iberoam. Educ. Distancia 10(2) (2012)

    Google Scholar 

  46. Vásquez, M.: Aplicación de modelo pedagógico blended learning en educación superior. Revista DIM 14(35) (2017)

    Google Scholar 

  47. Engeström, Y.: Activity theory as a framework for analyzing and redesigning work. Ergonomics 43(7), 960–974 (2000)

    Google Scholar 

  48. Engeström, Y.: Expansive learning at work: toward an activity-theoretical reconceptualization. J. Educ. Work. 14, (1), 133–156 (2001)

    Google Scholar 

  49. Engeström, Y.: From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work. Cambridge University Press, Cambridge (2008)

    Google Scholar 

  50. Engeström, Y.: Toward an activity-theoretical reconceptualization. In: Contemporary Theories of Learning. Learning Theorists... in Their Own Words, pp. 53–73 (2009)

    Google Scholar 

  51. Engeström, Y., Sannino, A.: Studies of expansive learning: foundations, findings and future challenges. Educ. Res. Rev. 5(1), 1–24 (2010)

    Article  Google Scholar 

  52. Fink, D: A self-directed guide to designing courses for significant learning. Fink Assoc. (2003)

    Google Scholar 

  53. Fink, D.: Una Guía Auto-Dirigida al Diseño de Cursos para el Aprendizaje Significativo: Universidad de Oklahoma (2008)

    Google Scholar 

  54. Salmon, G.: E-actividades. Factor clave para una formación en línea activa, Barcelona, Editorial UOC (2004)

    Google Scholar 

  55. Salmon, G.: E-moderating. The key to teaching and learning online, United Kingdom, Routledge (2011)

    Google Scholar 

  56. Jorba, J., Casellas, E. (ed.) Estrategias y técnicas para la gestión social del aula: La regulación y la autorregulación de los aprendizajes. ICE/UAB (1997)

    Google Scholar 

  57. Roth, W.-M. et al.: Re/making identities in the praxis of urban schooling: a cultural historical perspective. Mind Cult. Act. 11(1), 48–69 (2004)

    Google Scholar 

  58. Sandars, J.: An activity theory perspective. Work. Based Learn. Prim. Care 3(3), 191–201 (2005)

    Google Scholar 

  59. Stumpenhorst, J.: A nova revolução do professor. Práticas pedagógicas para uma nova geração de alunos. Editora Vozes, Petrópolis, RJ (2018)

    Google Scholar 

  60. Dahlstrom, E., Walker, J.D., Dziuban, C., Morgan, G.: ECAR Study of Undergraduate Students and Information Technology. EDUCAUSE Center for Analysis and Research, Louisville, CO (2013)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Federal University of Santa Maria, Santa Maria, Brazil

    Mario Vásquez Astudillo

Authors
  1. Mario Vásquez Astudillo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mario Vásquez Astudillo .

Editor information

Editors and Affiliations

  1. Facultad de Educación, Departamento de Teoría e Historia de la Educación, Universidad de Salamanca, Salamanca, Spain

    Antonio Víctor Martín-García

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Vásquez Astudillo, M. (2020). The Blended Learning Pedagogical Model in Higher Education. In: Martín-García, A. (eds) Blended Learning: Convergence between Technology and Pedagogy. Lecture Notes in Networks and Systems, vol 126. Springer, Cham. https://doi.org/10.1007/978-3-030-45781-5_7

Download citation

Publish with us

Policies and ethics

Search

Navigation