2026-08-26T22:16:46Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1553392024-02-28T08:16:03Zcom_10366_153767com_10366_4512com_10366_3823col_10366_153768

Serrate González, Sara Torrijos Fincias, Patricia González Sánchez, Margarita Caballero Franco, David 2024-02-05T12:14:18Z 2024-02-05T12:14:18Z 2021 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 0267-1522 1470-1146 http://hdl.handle.net/10366/155339 10.1080/02671522.2020.1864759 [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. eng info:eu-repo/semantics/embargoedAccess Blended learning Higher education Virtual plataforms Teachers Profiling teaching staff using blended learning in their practices in higher education info:eu-repo/semantics/article