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Título
Profiling teaching staff using blended learning in their practices in higher education
Autor(es)
Materia
Blended learning
Higher education
Virtual plataforms
Teachers
Fecha de publicación
2021
Editor
Taylor & Francis
Citación
Serrate-González, S., Torrijos-Fincias, P., González Sánchez, M., & Caballero Franco, D. (2022). Profiling teaching staff using blended learning in their practices in higher education. Research Papers in Education, 37(4), 542-559. https://doi.org/10.1080/02671522.2020.1864759
Resumen
[EN] This study addresses three issues linked to teaching practices in higher education and the implementation of teaching-learning methods in a changing context: (1) the profile of teachers using virtual platforms and blended learning (according to professional category, gender, teaching experience, and branch of knowledge), (2) the use of blended learning (according to the type of studies, number of students, and activities), and (3) the relationship between teachers’ instruction and the use of blended learning. A quantitative, descriptive-correlational design and a sample of 982 teachers at 35 Spanish public universities have revealed that the profile of the teaching staff using blended learning corresponds to those in the field of social sciences and law, with a stable professional category, who report using virtual means in support of face-to-face teaching. The results confirm the need for teacher training and the design of institutional plans for monitoring and subsequent support.
URI
ISSN
0267-1522
DOI
10.1080/02671522.2020.1864759
Versión del editor
Colecciones
- GIPEP. Artículos [20]
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