Perceptions towards Remote Learning and Blended Learning in Higher Education in the COVID-19 Pandemic: Case Study
Abstract
The purpose of this article is to lead a case study on perceptions around remote education and hybrid education in higher education. The case study of a graduate university program is articulated by the design-based research approach for analyzing perceptions about remote education in the Covid-19 pandemic and to identify key success factors for new educational normality through the microcycle of análisis and exploration. Among the findings, it is recognized that remote education responded to the emergency of the pandemic and identified key success factors such as teaching and learning timing, synchronous teaching, instructional design of virtual learning environments, and digital transformation in universities. These results allow us to re-signify the formal concept of blended learning including key strengths of remote learning and consider it as a strategic learning model for new higher education normality that will progressively recover face-to-face classrooms and expand students’ learning. This research contributes to raising clues from blended learning to renovate post-pandemic education
Downloads
References
Ally, M., & Prieto-Blásquez, J. (2014). What is the future of mobile learning in education? RUSC. Universities and Knowledge Society Journal, 142-151. http://dx.doi.org/10.7238/rusc.v11i1.2033
Ashour, S., El-Refae, G. A., & Zaitoun, E. A. (2021). Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab
Emirates. Higher Education for the Future, 8(2), 219–238. https://doi.org/10.1177/23476311211007261
Balladares-Burgos, J. (2021). Educación digital y formación del profesorado en modalidades semipresencial y virtual (b-learning y e-learning). Estudios de caso. Corporación Editora Nacional.
Balladares-Burgos, J. (2020). Una educación remota en tiempos de contingencia académica. Andina, 2, 29-35. https://bit.ly/3wPgqjZ
Balladares-Burgos, J. (2018). La investigación educativa en el profesorado universitario: hacia la Investigación basada en el Diseño. Revista Andina de Educación, 1(1), 30-34. https://doi.org/10.32719/26312816.2018.1.1.4
Balladares-Burgos, J. (2018). Blended Learning and digital education of university teaching staff. Revista Cátedra. 1(1), 53-69. https://doi.org/10.29166/catedra.v1i1.762
Balladares-Burgos, J. (2017). Una ética digital para las nuevas generaciones digitales. Revista PUCE, 104. https://doi.org/10.26807/revpuce.v0i0.81
Bonk, C., & Graham, C. (2004). Handbook of blended learning. Pfeiffer.
Bordoloi, R., Das, P. & Das, K. (2021). Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal, 16(1), 41-60. https://doi.org/10.1108/AAOUJ-09-2020-0079
Cabauatan, R., Uy, C., Manalo, R & Castro, B. de. (2021). Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach. Higher Education for the Future, 8(2), 239-255. https://doi.org/10.1177/23476311211011934
Carius, A.C. (2020). Network Education and Blended Learning: Cyber University concept and Higher Education post COVID-19 Pandemic. Research, Society and Development, 9(10), https://doi.org/10.33448/rsd-v9i10.9340
Carrillo, M., Padilla, J., Rosero, T. y Villagómez, M.S. (2009). La motivación y el aprendizaje. Alteridad. Revista de Educación, 4(2), 20-32. https://bit.ly/3HicnBv
Cobo, C., y Moravec, J. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Publicacions i Edicions de la Universitat de Barcelona.
Cruz-Sánchez, I. & García-García, C. (2020). Tendencias de investigación en comunicación-educación y tecnologías digitales. Virtualis, 11(20), 33-53. https://bit.ly/3HqGdDE
Del Moral, E. & Villalustre, L (2015). MOOC: Ecosistemas digitales para la construcción de PLE en la educación superior. RIED. Revista Iberoamericana de Educación a Distancia. 18(2), 87-117. https://doi.org/10.5944/ried.18.2.13353
Del Moral, E. & Villalustre, L (2010). Formación del profesor 2.0: desarrollo de competencias tecnológica para la escuela 2.0. Revista Miscelánea de Investigación, 23, 59-70. https://bit.ly/3HlGAzB
García-Peñalvo, F. (2020). Modelo de referencia para la enseñanza no presencial en universidades presenciales. Campus Virtuales, 9(1), 41-56. https://bit.ly/3cecIXx
García-Ruiz, R. & Pérez Escoda, A. (2021). La competencia digital docente como clave para fortalecer el uso responsable de Internet. Campus Virtuales, 10(1), 59-71. https://bit.ly/3Dk4JEg
Gibelli, T. (2014). La investigación basada en diseño para el estudio de innovación en educación superior que promueve la autorregulación de aprendizaje utilizando TIC. Congreso Iberoamericano de Ciencias, Tecnología, Innovación y Educación, 2-16. https://bit.ly/3Cgiqmo
González, N. (2020). Educación superior ante la pandemia de coronavirus (COVID-19). Revista De Identidad Universitaria, 1(10), 19-21. https://bit.ly/3wPfkEL
Heinze, A., & Procter, A. (2004). Reflections on the Use of Blended Learning.
Education in a Changing Environment conference proceedings. University of Salford. https://bit.ly/3CjmCBQ
Hernández, G., Sánchez, P., Rodríguez, E., Caballero, R. & Martínez, M. (2014). Un entorno b-learning para la promoción de la escritura académica de estudiantes universitarios. Revista Mexicana de Investigación Educativa, 19(61), 349-375. https://bit.ly/30zIsUF
Herrera, M., Amuchástegui, G. & Balladares, J. (2020). La educación superior ante la pandemia. Revista Andina de Educación, 3(2), 2-4. https://doi.org/10.32719/26312816.2020.3.2.0
Hodges, C. Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause. https://bit.ly/3ou010o
Ibáñez, F. (2020). Educación en línea, Virtual, a Distancia y Remota de Emergencia, ¿cuáles son sus características y diferencias? Observatorio. Instituto para el Futuro de la Educación. Tecnológico de Monterrey. https://bit.ly/3kziJ5C
Islas, C. & Carranza, M. (2017). Ecosistemas digitales y su manifestación en el aprendizaje: análisis de la literatura. RED. Revista de Educación a Distancia, 55(9). http://dx.doi.org/10.6018/red/55/9
Jaramillo-Baquerizo, C., Valcke, M., Vanderlinde, R. & Vansteenkiste, M. (2017) The impact of an innovative blended-learning professional development program in higher education on motivation to transfer learning. INTED2017 Proceedings, 4813-4819.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC
Horizon Report: 2016 Higher Education Edition. The New Media Consortium. https://bit.ly/3HlGTuf
Llorens, F. & Fernández, A. (2020). Coronavirus, la prueba de algodón de la universidad digital. Universídad. https://bit.ly/3wOZkCB
López, L. (2020). Educación remota de emergencia, virtualidad y desigualdades: pedagogía en tiempos de pandemia. 593 Digital Publisher CEIT, 5(5-2), 98-107. https://doi.org/10.33386/593dp.2020.5-2.347
Moravec, J. (ed.) (2013). Knowmad Society. Education Future.
Nijakowski K., Lehmann A., Zdrojewski J., Nowak M. & Surdacka A. (2021). The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health. 18(9), 4555. https://doi.org/10.3390/ijerph18094555
Ortega, D., Acosta, C.L., Ortega, F. & Díaz, Y. (2021). Retos de la educación contemporánea ante la virtualización y ubicuidad de los entornos sociales. Revista Conrado, 17(78), 32-39. https://bit.ly/3CkjEga
Ozollo, F. (2021). Ecosistemas virtuales de aprendizajes: una telaraña de relaciones.
Universidad Nacional de Cuyo.
Pérez, D. (2017). Educación disruptiva: nuevas formas de transformar la educación. Revista Digital INESEM. https://bit.ly/2YQCePy
Pardo, H. & Cobo, C. (2020). Expandir la universidad más allá de la enseñanza remota de emergencia Ideas hacia un modelo híbrido post-pandemia. Outliers School.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), MCB University Press. https://bit.ly/3qTxK6v
Quintián, S.P. & González, J. (2021). El diseño de ambientes Blended-Learning, retos y oportunidades. Educación y Educadores, 23(4), 659-682. http://doi.org/10.5294/edu.2020.23.4.6
Richey, R. (ed.) (2013). Encyclopedia of Terminology for Educational Communications and Technology. Springer.
Saboowala, R. & Manghirmalani, P. (2021). Blended Learning: The New Normal Teaching – Learning Pedagogy Post COVID-19 Pandemic. Research Square, Preprint versión. https://doi.org/10.21203/rs.3.rs-410211/v1
Sangrà, A. (coord.) (2020). Decálogo para la mejora de la docencia online. Propuestas para educar en contextos presenciales discontinuos. Editorial UOC.
Sosa, M.J., Guerra, J. & Cerezo, M. (2021). Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11, 416. https://doi.org/10.3390/educsci11080416
Torres-Carrión, P. (2021). Ser maestro en tiempos de pandemia. UTPL.
The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8.
The Learning Factor (2020). Enseñanza Remota de Emergencia. Educacción.
UNESCO (2019). Indicadores de la UNESCO sobre la universalidad de internet. Unesco.
Valenzuela, B., Guillén, M., Medina, A. & Rodríguez, P. (coords.) (2017). Educación y Universidad ante el Horizonte 2020, 2, Universidad de Sonora.
Valverde-Berrocoso, J., & Balladares, J. (2017). Enfoque sociológico del uso del B-learning en la educación digital del docente universitario. Sophia: colección de Filosofía de la Educación, 23(2), 123-140. https://doi.org/10.17163/soph.n23.2017.04
Wang, F. & Hannafin, M. (2005). Design-based research and Technology-Enhanced Learning Environments. ETR&D, 53(4), 5-23. https://doi.org/10.1007/BF02504682
Woodall, D. (2012). Blended Learning Strategies. Selecting the best instructional method. Skillsoft Corporation. https://bit.ly/3HqEMW7
Yánez, P. (2016). El proceso de aprendizaje. Fases y elementos del aprendizaje. Revista San Gregorio, 70-81. https://bit.ly/3opuDjE
Copyright (c) 2021 Jorge Balladares Burgos
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
