Keywords
blended learning strategies
student achievement
master classes
teaching performance
student achievement
master classes
teaching performance
How to Cite
Casusol Alban, M. del M., & Lasso Cambo, F. M. (2024). From the traditional classroom to the digital environment: the impact of blended learning on the educational process. Universidad Ciencia Y Tecnología, 28(Special), 279-286. https://doi.org/10.47460/uct.v28iSpecial.825
Abstract
This research evaluated the influence of Blended Learning strategies in the teaching-learning of teachers in an educational institution in Piura in 2023. Using a quantitative approach and quasi-experimental design, two groups participated: control and experimental, who completed a pretest and posttest. The experimental group received Blended Learning strategies in 12 sessions. A null hypothesis suggested that these strategies would not significantly influence learning, while the alternative hypothesis proposed the opposite. The results showed that both groups had similar levels in the pretest, but in the posttest, the experimental group showed a marked improvement compared to the control group. The Mann-Whitney U test confirmed the alternative hypothesis, demonstrating that Blended Learning strategies significantly influence teaching-learning. In conclusion, the findings highlight the positive impact of these strategies in improving the educational process.
References
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[2] A. S. Malhotra and A. Bhagat, "Flipped classroom for undergraduate medical students in India: are we ready for it?," Advances in Physiology Education, vol. 47, no. 4, pp. 694–698, 2023. doi: https://doi.org/10.1152/ADVAN.00200.2022/ASSET/IMAGES/LARGE/ADVAN.00200.2022_F003.JPEG.
[3] UNESCO. (2021). Estudio Regional Comparativo y Explicativo (ERCE 2019): reporte nacional de resultados; Perú. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000380253.
[4] D. N. Ventosilla Sosa, H. R. Santa María Relaiza, F. Ostos De La Cruz, and A. M. Flores Tito, "Aula invertida como herramienta para el logro de aprendizaje autónomo en estudiantes universitarios," Propósitos y Representaciones, vol. 9, no. 1, 2021. doi: https://doi.org/10.20511/PYR2021.V9N1.1043.
[5] N. Van Dai, V. Q. Trung, C. Van Tiem, K. P. Hao, and D. T. V. Anh, "Project-based teaching in organic chemistry through blended learning model to develop self-study capacity of high school students in Vietnam," Education Sciences, vol. 11, no. 7, p. 346, 2021. doi: https://doi.org/10.3390/EDUCSCI11070346/S1.
[6] Y. Peng, Y. Wang, and J. Hu, "Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model," Computers & Education, vol. 203, p. 104846, 2023. doi: https://doi.org/10.1016/J.COMPEDU.2023.104846.
[7] Y. Guo, Y. Wang, and J. L. Ortega-Martín, "The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate," Porta Linguarum: An International Journal of Foreign Language Teaching and Learning, vol. 40, pp. 253–273, 2023. doi: https://doi.org/10.30827/PORTALIN.VI40.27061.
[8] P. Srichailard, "The development learning model of flipped classroom with digital storytelling for department of computer education," Kasetsart Journal of Social Sciences, vol. 44, no. 3, pp. 929-938, 2023. doi: https://doi.org/10.34044/j.kjss.2023.44.3.31.
[9] C. A. Hernández-Suárez, R. Prada-Núñez, and A. A. Gamboa-Suárez, "Formación inicial de maestros: escenarios activos desde una perspectiva del aula invertida," Formación Universitaria, vol. 13, no. 5, pp. 213–222, 2020. doi: https://doi.org/10.4067/S0718-50062020000500213.
[10] J. Lucas, P. Torrijos-Fincias, S. Serrate-González, and Á. G. Del Dujo, "Teaching use intention and self-perception of b-learning in higher education," Revista de Educación, vol. 2021, no. 391, pp. 199–224, 2021. doi: https://doi.org/10.4438/1988-592X-RE-2021-391-475.
[11] C. Romero-García, P. De Paz-Lugo, O. Buzón-García, and E. Navarro-Asencio, "Evaluation of online training based on the flipped classroom-based model," Revista de Educación, vol. 2021, no. 391, pp. 61–88, 2021. doi: https://doi.org/10.4438/1988-592X-RE-2021-391-471.
[12] M. Nolasco and L. Orozco, "Percepción del blended learning en profesores y estudiantes universitarios," Inventio, La Génesis de La Cultura Universitaria En Morelos, vol. 17, no. 41, 2021. doi: https://doi.org/10.30973/inventio/2021.17.41/5.
[13] R. Morales, "La gamificación como estrategia de evaluación bajo el enfoque flipped learning," RIDE. Revista Iberoamericana Para La Investigación y El Desarrollo Educativo, vol. 13, no. 25, 2022. doi: https://doi.org/10.23913/RIDE.V13I25.1296.
[14] L. Alvarez, A. Castro, and A. Cervero, "Intelligent analysis of the quality of education through teaching practices on virtual campuses," European Journal of Psychology of Education, vol. 38, no. 3, pp. 1111–1128, 2023. doi: https://doi.org/10.1007/S10212-022-00649-2/FIGURES/5.
[15] A. Dasso and I. Evaristo, "Análisis de resultados del aprendizaje presencial y aprendizaje semipresencial en dos cursos universitarios," Educación, vol. 29, no. 57, pp. 27–42, 2020. doi: https://doi.org/10.18800/EDUCACION.202002.002.
[16] C. Vicario, "Construccionismo. Referente sociotecnopedagógico para la era digital," Innovación Educativa, vol. 9, p. 47, 2009. [Online]. Available: www.micromundos.
[17] G. Siemens, "Conectivismo: Una teoría de aprendizaje para la era digital," Creative Commons, vol. 1, no. 1, pp. 1–10, 2004. [Online]. Available: https://acortar.link/fNDayF.
[18] G. Ulloa, "Reflexiones en torno a la evolución histórica del concepto de la educación a distancia," Innovaciones Educativas, vol. 23, no. 34, pp. 42–51, 2021. doi: https://doi.org/10.22458/ie.v23i34.3364.
[19] C. R. Graham, C. R. Henrie, and A. S. Gibbons, "Developing Models and Theory for Blended Learning Research," in Blended Learning: Research Perspectives, vol. 2, pp. 13–33, 2014. [Online]. Available: https://www.academia.edu/3623333/Developing_models_and_theory_for_blended_learning_research.
[20] J. Gil and M. Melo, "El Blended learning; instrumento generador de formación de alto impacto," Revista Espacios, vol. 39, 2018. [Online]. Available: https://www.revistaespacios.com/a18v39n52/a18v39n52p32.pdf.
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