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ALTERIDAD. Revista de Educación

versión On-line ISSN 1390-8642versión impresa ISSN 1390-325X

Resumen

NUNEZ-BARRIOPEDRO, Estela; MONCLUZ, Ingrid Miguelina  y  RAVINA-RIPOLL, Rafael. The impact of the use of the B-Learning modality in higher education. Alteridad [online]. 2019, vol.14, n.1, pp.26-39. ISSN 1390-8642.  https://doi.org/10.17163/alt.v14n1.2019.02.

The new educational scenarios propose to adapt the teaching-learning process to the use of ICT, especially the semi-classroom or B-learning modality, the work in collaboration, the development of competences and communication skills to meet the needs and expectations of the students, the labor market and the prevailing social dynamics. The main objective of this research is to analyze the conditioning factors of the teaching-learning process of the Latin American university for the adoption of new educational approaches. The research design is mixed with recurrent triangulation DITRIAC. In the quantitative phase, the method used is descriptive-transversal, through questionnaire with Likert Scale to 50 teachers, 402 students and 6 authorities. In the qualitative phase the method was ethnographic. Semi-structured interviews were conducted with 10 teachers, 38 students and 2 authorities, with descriptive and interpretative analysis. Among the main conclusions is the need to promote the social factor of learning and give greater prominence to the student. The resources used are traditional and analog. Teachers accuse changes in their teaching practice, but little in the inclusion of ICT. Likewise, the three aspects that are most difficult for teachers to change in their face-to-face modality modality are: leaving the protagonism to the student, changing from the transmissive class to collaborative learning, and from the summative evaluation to the formative one.

Palabras clave : B-learning; teaching-learning process; higher education; collaborative learning; communicative skills; evaluation.

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