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dc.contributor.advisorBriceño Pineda, Wilsonspa
dc.contributor.advisorParra Valencia, Jorge Andrickspa
dc.contributor.authorIbarra Vargas, Saraspa
dc.contributor.authorMontoya Cañola, Alcidesspa
dc.contributor.authorAwad, Gabrielspa
dc.coverage.spatialBucaramanga (Santander, Colombia)spa
dc.coverage.temporal2014spa
dc.date.accessioned2021-03-01T18:27:00Z
dc.date.available2021-03-01T18:27:00Z
dc.date.issued2014-10-28
dc.identifier.isbnISBN: 978-958-8166-65-0
dc.identifier.urihttp://hdl.handle.net/20.500.12749/12339
dc.description.abstractEl auge de las tecnologías de la información y la comunicación ha permeado los modelos de enseñanza – aprendizaje. La combinación de la instrucción presencial con actividades virtuales y recursos tecnológicos —conocida con el término genérico de Blended Learning (BL) — emerge como una tendencia en la educación superior con diversas interpretaciones y aproximaciones. El propósito de este artículo es registrar desde la práctica docente las dinámicas que el BL propone en la construcción de experiencias de aprendizaje. La investigación explora algunos fundamentos conceptuales del modelo de enseñanza-aprendizaje combinado sobre experiencia académica de formación de educadores en una institución de educación superior. Los datos analizados describieron elementos y categorías didácticas sobre las cuales se construyen con mayor fuerza propuestas de BL así como las interacciones simultáneas en el rol docente. Esta aproximación empírica concluye que aunque este modelo combinado promueve dinámicas interesantes en los procesos de enseñanza-aprendizaje, también puede representar una mala idea si se realizan combinaciones poco coherentes en ambos ambientes que solo “estiran el molde”spa
dc.description.sponsorshipUniversidad Nacional de Colombiaspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.relation.urihttp://hdl.handle.net/20.500.12749/12263
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.sourceColección de investigaciones en innovación y apropiación de las tecnologías de la información y las comunicaciones CIINATIC 2014
dc.sourceColección de investigaciones en innovación y apropiación de las tecnologías de la información y las comunicaciones CIINATIC 2014; Volumen 1 (2014); páginas 95-100
dc.titleFormación de formadores en Blended Learningspa
dc.title.translatedTraining for trainers in Blended Learningspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.rights.localAbierto (Texto Completo)spa
dc.publisher.facultyFacultad Ingenieríaspa
dc.publisher.programPregrado Ingeniería de Sistemasspa
dc.type.driverinfo:eu-repo/semantics/conferenceProceedings
dc.type.localMemoria de eventosspa
dc.type.coarhttp://purl.org/coar/resource_type/c_f744
dc.subject.keywordsBlended Learningeng
dc.subject.keywordsDidactical categorieseng
dc.subject.keywordsVirtual learning environmentseng
dc.subject.keywordsInstructional designeng
dc.subject.keywordsEngineering in Computer Scienceeng
dc.subject.keywordsDocument managementeng
dc.subject.keywordsEducationeng
dc.subject.keywordsBusinesseng
dc.subject.keywordsEngineering educationeng
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga - UNABspa
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2spa
dc.relation.referencesT. Jingwei, “The Research on Blended Learning of ESL Based on Moodle Platform,” Stud. Lit. Lang., vol. 6, no. 2, pp. 30–34, 2013spa
dc.relation.referencesA. A. Chaudhri and M. Gallant, “Critical success factors for the implementation of blended learning in higher education a case study from New Zealand,” 2013 Int. Conf. Curr. Trends Inf. Technol., pp. 82–85, Dec. 2013spa
dc.relation.referencesL. R. Halverson, C. R. Graham, K. J. Spring, J. S. Drysdale, and C. R. Henrie, “A thematic analysis of the most highly cited scholarship in the first decade of blended learning research,” Internet High. Educ., vol. 20, pp. 20–34, Jan. 2014spa
dc.relation.referencesJ. S. Drysdale, C. R. Graham, K. J. Spring, and L. R. Halverson, “An analysis of research trends in dissertations and theses studying blended learning,” Internet High. Educ., vol. 17, pp. 90–100, Apr. 2013spa
dc.relation.referencesL. R. Halverson, C. R. Graham, K. J. Spring, and J. S. Drysdale, “An analysis of high impact scholarship and publication trends in blended learning,” Distance Educ., vol. 33, no. 3, pp. 381–413, Nov. 2012spa
dc.relation.referencesG. Finger, P.-C. Sun, and R. Jamieson-Proctor, “Emerging Frontiers of Learning Online: Digital Ecosystems, Blended Learning and Implications for Adult Learning.,” in Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes, K. Klinger, Ed. Section 1 Introducing Adult Learning in the Digital Age: Tools, Processes, and Outcomes: Information Science Reference (an imprint of IGI Global), 2010, pp. 1–12spa
dc.relation.referencesP. Moskal, C. Dziuban, and J. Hartman, “Blended learning: A dangerous idea?,” Internet High. Educ., vol. 18, pp. 15–23, Jul. 2013spa
dc.relation.referencesL. E. Margulieux, W. M. Mccracken, K. R. Bujak, and D. Majerich, “Hybrid , Blended , Flipped , and Inverted : Defining Terms in a Two Dimensional Taxonomy,” in 12th Annual Hawaii International Conference on Education (HICE), 2014spa
dc.relation.referencesE. M. González Agudelo and C. M. Álvarez de Zayas, “El proceso docente educativo y categorías didácticas,” in Lecciones de didáctica general, 1st ed., Cooperativa Editorial Magisterio, Ed. Bogotá, 2002, pp. 38–64spa
dc.relation.referencesC. R. Graham, W. Woodfield, and J. B. Harrison, “A framework for institutional adoption and implementation of blended learning in higher education,” Internet High. Educ., vol. 18, pp. 4–14, Jul. 2013spa
dc.relation.referencesC. GRAHAM and M. Moore, “Emerging practice and research in blended learning,” in Handbook of Distance Education~ autofilled …, 2013, pp. 333–350spa
dc.relation.referencesClayton Christensen Institute, “Blended Learning Model Definitions.” [Online]. Available: http://www.christenseninstitute.org/blended-learningdefinitions-and-models/spa
dc.relation.referencesNottingham University, “Xerte Community,” 2012. [Online]. Available: http://www.xerte.org.uk/index.php?lang=esspa
dc.relation.references“eXeLearning,” 2014. [Online]. Available: http://exelearning.org/spa
dc.relation.referencesC. R. Graham, C. R. Henrie, and A. S. Gibbons, “Developing Models and Theory for Blended Learning Research,” in Blended learning: Research perspectives, Volume 2., vol. 2, no. 801, A. G. Picciano, C. D. Dziuban, and C. R. Graham, Eds. 2014, pp. 13– 33spa
dc.relation.referencesC. R. Graham, “Graham , C . R . ( 2013 ). Emerging practice and research in blended learning . In M . G . Moore ( Ed .), Handbook of distance education ( 3rd ed ., pp . 333 – 350 ). New York , NY : Routledge . Emerging Practice and Research in Blended Learning,” pp. 333–350, 2013spa
dc.relation.referencesK.-W. Lai, F. Khaddage, and G. Knezek, “Blending student technology experiences in formal and informal learning,” J. Comput. Assist. Learn., vol. 29, no. 5, pp. 414–425, Oct. 2013spa
dc.relation.referencesB. Dos, “Developing and Evaluating a Blended Learning Course,” vol. 17, no. 1, pp. 121–128, 2014spa
dc.relation.referencesA.G. Picciano & C.D. Dziuban (Eds.), Blended Learning. Research Perspectives. Sloan-C, 2007, p. 318spa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001361028*
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050490*
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000262188*
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000457280*
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000160326*
dc.contributor.googlescholarhttps://scholar.google.es/citations?hl=es&user=yMUEkIEAAAAJ*
dc.contributor.googlescholarhttps://scholar.google.es/citations?hl=es&user=rRobFuIAAAAJ*
dc.contributor.googlescholarhttps://scholar.google.es/citations?hl=es&user=O7IQH-AAAAAJ*
dc.contributor.orcidhttps://orcid.org/0000-0002-1819-059X*
dc.contributor.orcidhttps://orcid.org/0000-0001-9624-6133*
dc.contributor.orcidhttps://orcid.org/0000-0001-8694-7315*
dc.contributor.orcidhttps://orcid.org/0000-0002-2060-6419*
dc.contributor.scopushttps://www.scopus.com/authid/detail.uri?authorId=57194112517*
dc.contributor.researchgatehttps://www.researchgate.net/profile/Sara-B-Ibarra-Vargas*
dc.contributor.researchgatehttps://www.researchgate.net/profile/Gabriel-Awad*
dc.contributor.researchgatehttps://www.researchgate.net/profile/Wilson_Briceno*
dc.contributor.researchgatehttps://www.researchgate.net/profile/Jorge_Parra_Valencia*
dc.subject.lembIngeniería en ciencias de la computaciónspa
dc.subject.lembGestión de documentosspa
dc.subject.lembEducaciónspa
dc.subject.lembEmpresaspa
dc.subject.lembEducación en ingenieríaspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.description.abstractenglishThe boom of information and communications technology has permeated the models of teaching and learning. The combination of classroom instruction with virtual activities and technological resources-known by the generic term of Blended Learning (BL) - is emerging as a trend in higher education with different interpretations and approaches. This article aims to describe, from the teaching practice, the dynamics proposed by BL to build learning experiences. The research explores the conceptual foundations of blended teaching and learning models, during an academic experience of teacher formation in an institution of higher education. The analyzed data described educational categories and items about which are built BL proposals, as well as simultaneous interactions in the teaching role. This empirical approach although concludes that this combined model promotes interesting dynamics in the teaching-learning process can also be a bad idea if incoherent combinations "stretching the mold" are performed.eng
dc.subject.proposalBlended Learningspa
dc.subject.proposalCategorías didácticasspa
dc.subject.proposalAmbientes virtuales de aprendizajespa
dc.subject.proposalDiseño instruccionalspa
dc.type.redcolhttp://purl.org/redcol/resource_type/EC_AC
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*


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