Blended learningpanorama y perspectivas

  1. Antonio Bartolomé-Pina 1
  2. Rosa García-Ruiz 2
  3. Ignacio Aguaded 3
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  3. 3 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2018

Issue Title: La revolución del blended learning en la educación a distancia

Volume: 21

Issue: 1

Pages: 33-56

Type: Article

DOI: 10.5944/RIED.21.1.18842 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Sustainable development goals

Abstract

At the start of the new century, teaching was transformed by the new communication technologies. Teaching-learning models, mediated through computers, have catalyzed new ways of teaching and learning beyond spatial and temporal coordinates. E-learning, blended learning and mobile learning offer a new universe of interactivity for teaching purposes. This work reviews the state of research studies and scientific literature on the new reality created by blended learning, analyzing its conceptualizations in the main scientific databases, with more than 7000 entries in Web of Sciences and almost 95000 in Google Scholar. The outcomes of this work show the strong momentum of good practices and the subsequent research in all the areas and levels of education, transversal competencies, teaching methods, educational materials and technologies. The main conclusion is that new ways of teaching and learning should be studied and understood regarding their connections with new learning media and contexts, starting from the incursion of the blended learning revolution.

Bibliographic References

  • Aguaded, I. & Fandos, M. (2008). Web 2 (y 3).0 desde una óptica impresario. Edutec, 26. https://doi.org/10.21556/edutec.2008.26.467
  • Aguaded, I. & Fandos, M. (2008). Blended Learning: The Key to Success in a Training Company. ITDL, International Journal of Instructional Technology and Distance Learning, 5(8), 1-10.
  • Aguaded, I. & Cabero, J. (2013). Tecnologías y medios para la educación en la e-sociedad. Madrid: Alianza.
  • Banditvilai, C. (2016). Enhancing Students' Language Skills through Blended Learning. Electronic Journal Of E-Learning, 14(3), 223-232.
  • Bartolomé, A. R. (2004). Blended Learning. Conceptos básicos. Pixel-Bit, 23, 7-20.
  • Bartolomé, A.R. (2008). Entornos de aprendizaje mixto en Educación Superior. RIED, 11(1), 15-51. https://doi.org/10.5944/ried.1.11.955
  • Basol, G. & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers In Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010
  • Borgobello, A. & Roselli, N.D. (2016). Rendimiento académico e interacción sociocognitiva de estudiantes en un entorno virtual. Educação e Pesquisa, 42(2), 359-374. https://doi.org/10.1590/S1517-9702201606143478
  • Brame, C.J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE-Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-03-0125
  • Burchett, S., Hayes, J., Pfaff, A., Satterfield, E.T., Skyles, A. & Woelk, K. (2016). Piloting Blended Strategies To Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course. Journal of Chemical Education, 93(7), 1217-1222. https://doi.org/10.1021/acs.jchemed.6b00078
  • Cardak, C.S. & Selvi, K. (2016). Increasing teacher candidates' ways of interaction and levels of learning through action research in a blended course. Computers in Human Behavior, 61, 488-506. https://doi.org/10.1016/j.chb.2016.03.055
  • Cavanaugh, C., Hargis, J. & Mayberry, J. (2016). Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance. International Review of Research in Open and Distributed Learning, 17(3), 263-275.
  • Ciabocchi, E., Ginsberg, A. & Picciano, A. (2016). A Study of Faculty Governance Leaders' Perceptions of Online and Blended Learning. Online Learning, 20(3), 52-73.
  • Cigdem, H. & Ozturk, M. (2016). Factors Affecting Students' Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School. International Review of Research in Open and Distributed Learning, 17(3), 276-U718.
  • Corovic, S., Mahnic-Kalamiza, S. & Miklavcic, D. (2016). Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach. Biomedical Engineering Online, 15. https://doi.org/10.1186/s12938-016-0152-7
  • Chen W., Zhang J. & Yu, Z. (2016). Learning Outcomes and Affective Factors of Blended Learning of English for Library Science. International Journal of Information and Communication Technology Education, 12(3), 13-25. https://doi.org/10.4018/IJICTE.2016070102
  • Diep, N.A., Cocquyt, C., Zhu, C. & Vanwing, T. (2016). Predicting adult learners' online participation: Effects of altruism, performance expectancy, and social capital. Computers & Education, 101, 84-101. https://doi.org/10.1016/j.compedu.2016.06.002
  • Ellis, R.A. & Bliuc, A. (2016). An exploration into first-year university students' approaches to inquiry and online learning technologies in blended environments. British Journal of Educational Technology, 47(5), 970-980. https://doi.org/10.1111/bjet.12385
  • Ellis, R.A., Pardo, A. & Han, F. (2016). Quality in blended learning environments - Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. https://doi.org/10.1016/j.compedu.2016.07.006
  • Ergun, E. & Usluel, Y.K. (2016). An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in a Online Learning Environment. Educational Technology & Society, 19(4), 34-46.
  • Evans, K.H., Thompson, A.C., O'Brien, C., Bryant, M., Basaviah, P., Prober, C., & Popat, R.A. (2016). An Innovative Blended Preclinical Curriculum in Clinical Epidemiology and Biostatistics: Impact on Student Satisfaction and Performance. Academic Medicine, 91(5), 696-700. https://doi.org/10.1097/ACM.0000000000001085
  • Feizalahzadeh, H., Valizadeh, S., Avari, M. & Virani, F. (2016). A Study on the Effect of Lecture and Multimedia Software on Drug Calculation and Prescription: A Systematic Review. Crescent Journal of Medical and Biological Sciences, 3(3), 75-80.
  • Fernández-Sánchez, N. (2011). Promoción del cambio de estilos de aprendizaje y motivaciones en estudiantes de educación superior mediante actividades de trabajo colaborativo en blended learning. RIED, 14(2), 189-208. https://doi.org/10.5944/ried.2.14.795
  • Forbes, H., Oprescu, F.I., Downer, T., Phillips, N.M., McTier, L., Lord, B. & Visser, I. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Education Today, 42, 53-56. https://doi.org/10.1016/j.nedt.2016.04.010
  • Fryer, L.K. & Bovee, H.N. (2016). Supporting students' motivation for e-learning: Teachers matter on and offline. Internet and Higher Education, 30, 21-29. https://doi.org/10.1016/j.iheduc.2016.03.003
  • García-Martínez, S. (2016). Percepciones y valoraciones de alumnos en edad escolar sobre su experiencia de aprendizaje en un programa semipresencial de lengua y cultura españolas. RIED, 19(2), 237-262. https://doi.org/10.5944/ried.19.2.15398
  • García-Beltrán, A., Martínez, R., Jaén, J. & Tapia, S. (2016). Self-assessment in virtual teaching and learning environments. RED, 50. https://doi.org/10.6018/red/50/14
  • Gawlik-Kobylinska, M., Trochowska, K. & Maciejewski, P. (2016). Civil-military intercultural education and training in the form of blended learning. E-Mentor, 3, 24-34.
  • González, M.C., Martín, S.C. & Arriba, J.M. (2016). Experiencias de trabajo colaborativo mediante Tecnologías de la Información y la Comunicación entre profesores. Revista Portuguesa de Educação, 29(1), 75-98. https://doi.org/10.21814/rpe.6996
  • Grant, S. (2016). Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study. System, 62, 93-101. https://doi.org/10.1016/j.system.2016.06:010
  • Green, R.A. & Whitburn, L.Y. (2016). Impact of Introduction of Blended Learning in Gross Anatomy on Student Outcomes. Anatomical Sciences Education, 9(5), 422-430. https://doi.org/10.1002/ase.1602
  • Guerra, S., González, N. & García-Ruiz, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico [Study on the Use of ICTs as Teaching Tools by University Instructors]. Comunicar, 35, 141-148. https://doi.org/10.3916/C35-2010-03-07
  • Harkanen, M., Voutilainen, A., Turunen, E. & Vehvilainen-Julkunen, K. (2016). Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses. Nurse Education Today, 41, 36-43. https://doi.org/10.1016/j.nedt.2016.03.017
  • Henderson, S., Dalton, M. & Cartmel, J. (2016). Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians. Journal of Continuing Education in The Health Professions, 36(3), 211-217. https://doi.org/10.1097/CEH.0000000000000093
  • Hinojo, F.J., Aznar, I. & Cáceres, M.P. (2009). Percepciones del alumno sobre el blended learning en la Universidad. Comunicar, 33, 165-174.
  • Hong, J., Hwang, M., Wu, N., Huang, Y., Lin, P. & Chen, Y. (2016). Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance. Interactive Learning Environments, 24(3), 572-589. https://doi.org/10.1080/10494820.2014.908926.
  • Hurst, K.M. (2016). Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences. Nurse Education Today, 45, 206-211. https://doi.org/10.1016/j.nedt.2016.08.011
  • Jeong, J.S., Gonzalez-Gomez, D. & Canada-Canada, F. (2016). Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. Journal of Science Education and Technology, 25(5), 747-758. https://doi.org/10.1007/s10956-016-9630-8.
  • Kim, D., Park, Y., Yoon, M. & Jo, I. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education, 30, 30-43. https://doi.org/10.1016/j.iheduc.2016.03.002
  • Kintu, M.J. & Zhu, C. (2016). Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181-195.
  • Kumar, S. & Daniel, B.K. (2016). Integration of learning technologies into teaching within Fijian Polytechnic Institutions. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0036-8
  • Liebert, C.A., Mazer, L., Merrell, S.B., Lin, D.T. & Lau, J.N. (2016). Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study. Surgery, 160(3), 591-598. https://doi.org/10.1016/j.surg.2016.03.034
  • Liu, M. (2016). Blending a class video blog to optimize student learning, outcomes in higher education. Internet and Higher Education, 30, 44-53. https://doi.org/10.1016/j.iheduc.2016.03.001.
  • Lupi, C., Ward-Peterson, M. & Chang, W. (2016). Advancing non-directive pregnancy options counseling skills: A pilot Study on the use of blended learning with an online module and simulation. Contraception, 94(4), 348-352. https://doi.org/10.1016/j.contraception.2016.03.005.
  • Maldonado Molina Pagnez, K.S. (2016). Training of Teachers For Acting In The School Inclusion. Journal of Research in Special Educational Needs, 16, 70-74. https://doi.org/10.1111/1471-3802.12127
  • Maraver, P., Mojarro, A. & Aguaded, I. (2014). Social Network Analysis of a Blended Learning Experience in Higher Education. Research on Education and Media. http://rem.pensamultimedia.it.
  • Marei, H.F. & Al-Khalifa, K.S. (2016). Pattern of online communication in teaching a blended oral surgery course. European Journal of Dental Education, 20(4), 213-217. https://doi.org/10.1111/eje.12163
  • Margulieux, L.E., McCracken, W.M. & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104-118. https://doi.org/10.1016/j.edurev.2016.07.001
  • Matsumoto, S. & Kojima, H. (2016). Constructing an Interaction Support System with the Capability of Social Networking Service for a Practical Lecture and Examining its Efficient Operational Policy. International Journal of Knowledge and Systems Science, 7(2), 1-27. https://doi.org/10.4018/IJKSS.2016040101
  • Mauri, T., Ginesta, A. & Rochera, M. (2016). The use of feedback systems to improve collaborative text writing: A proposal for the higher education context. Innovations in Education and Teaching International, 53(4), 411-423. https://doi.org/10.1080/14703297.2014.961503
  • Monedero, J.J., Cebrián, D. & Desenne, P. (2015). Usability and Satisfaction in Multimedia Annotation Tools for MOOCs [Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC]. Comunicar, 44, 55-62. https://doi.org/10.3916/C44-2015-06
  • Morton, C.E., Saleh, S.N., Smith, S.F., Hemani, A., Ameen, A., Bennie, T.D., … Toro-Troconis, M. (2016). Blended learning: how can we optimise undergraduate student engagement? BMC Medical Education, 16. https://doi.org/10.1186/s12909-016-0716-z
  • Nicklen, P., Rivers, G., Ooi, C., Ilic, D., Reeves, S., Walsh, K., and Maloney, S. (2016). An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. Plos One, 11(9). https://doi.org/10.1371/journal.pone.0162941
  • Pellas, N. & Boumpa, A. (2016). Open Sim and Sloodle Integration for Preservice Foreign Language Teachers' Continuing Professional Development: A Comparative Analysis of Learning Effectiveness Using the Community of Inquiry Model. Journal of Educational Computing Research, 54(3), 407-440. https://doi.org/10.1177/0735633115615589
  • Perez-Domínguez, Y., Tellez-Carralero, A., Cespedes-Labrada, T. & Lemes-Perez, A. (2016). The Class Meeting, essential guide for achieving education through instruction in Municipal University Centers. Dilemas Contemporaneos. Educacion Política y Valores, 3(3).
  • Pickering, J.D. & Joynes, V.C. (2016). A holistic model for evaluating the impact of individual technology-enhanced learning resources. Medical Teacher, 38(12), 1242-1247. https://doi.org/10.1080/0142159X.2016.1210112
  • Porter, J., Kleve, S. & Palermo, C. (2016). An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education. Nutrition & Dietetics, 73(3), 235-240. https://doi.org/10.1111/1747-0080.12210
  • Porter, W.W. & Graham, C.R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748-762. https://doi.org/10.1111/bjet.12269
  • Raymond, A., Jacob, E., Jacob, D. & Lyons, J. (2016). Peer learning a pedagogical approach to enhance online learning: A qualitative exploration. Nurse Education Today, 44, 165-169. https://doi.org/10.1016/j.nedt.2016.05.016
  • Rienties, B. & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333-341. https://doi.org/10.1016/j.chb.2016.02.074
  • River, J., Currie, J., Crawford, T., Betihavas, V. & Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185-192. https://doi.org/10.1016/j.nedt.2016.08.012
  • Rubia, B. & Guitert, M. (2014). ¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales (CSCL) [Revolution in Education: Computer Support for Collaborative Learning]. Comunicar, 42, 10-14. https://doi.org/10.3916/C42-2014-a2
  • Sajid, M.R., Laheji, A.F., Abothenain, F., Salam, Y., AlJayar, D. & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281-285. https://doi.org/10.5116/ijme.57a7.83d4.
  • Salinas Ibáñez, J. (1997). Modelos mixtos de formación universitaria presencial ya distancia: el Campus Extens. Cuadernos de Documentación Multimedia, 6-7, 55-64.
  • Spector, J.M., Ifenthaler, D., Sampson, D., Yang, L., Mukama, E., Warusavitarana, A., and Gibson, D.C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Educational Technology & Society, 19(3), 58-71.
  • Struempler, B., Parmer, S.M. & Funderburk, K. (2016). Use of Blended Learning to Improve Nutrition Knowledge in Third-Graders. Journal of Nutrition Education and Behavior, 48(7), 510-511. https://doi.org/10.1016/j.jneb.2016.04.401
  • Sullivan, D.P. (2016). An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes. Online Learning, 20(3), 195-209.
  • Swift, A., Efstathiou, N. & Lameu, P. (2016). Is LabTutor a helpful component of the blended learning approach to biosciences? Journal of Clinical Nursing, 25(17-18), 2683-2693. https://doi.org/10.1111/jocn.13175
  • Szeto, E. & Cheng, A.Y.N. (2016). Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience? Interactive Learning Environments, 24(3), 487-503. https://doi.org/10.1080/10494820.2014.881391
  • Tangarife-Chalarca, D., Blanco-Palencia, M. & Diaz-Cabrera, G.M. (2016). Technologies and Methodologies Applied in the Teaching of Literacy to People with Down syndrome. Digital Education Review, 29, 265-282.
  • Thomas, A.O., Antonenko, P.D. & Davis, R. (2016). Understanding metacomprehension accuracy within video annotation systems. Computers in Human Behavior, 58, 269-277. https://doi.org/10.1016/j.chb.2016.01.014
  • Thomas, G., Duddu, V. & Gater, R. (2016). Blending an e-learning package into a problem-based learning module. International Journal of Medical Education, 7, 259-260. https://doi.org/10.5116/ijme.5787.617d
  • Trujillo-Maza, E.M., Gomez-Lozano, M.T., Cardozo Alarcon, A.C., Moreno, Zuluaga, L. & Gamba Fadul, M. (2016). Blended learning supported by digital technology and competency-based medical education: A case study of the social medicine course at the Universidad de los Andes, Colombia. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0027-9
  • Tuapawa, K. (2016). Interpreting Experiences of Teachers Using Online Technologies to Interact with Students in Blended Tertiary Environments. International Journal of Information and Communication Technology Education, 12(4), 76-87. https://doi.org/10.4018/IJICTE.2016100107
  • Turel, Y.K. (2016). Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. Internet and Higher Education, 31, 79-86. https://doi.org/10.1016/j.iheduc.2016.07.001
  • Ungerer, L.M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. International Review of Research in Open and Distributed Learning, 17(5), 1-27.
  • Vivas Urias, M.D., Andres-Ortega, S., Gomez-Navarro, M. (2016). Development of Digital Competencies in Online Instruction: The Case Study of the Foundation Subject for the Building Engineering Degree. Red, 49. https://doi.org/10.6018/red/49/8
  • Whiteside, A.L., Dikkers, A.G. & Lewis, S. (2016). More Confident Going into College: Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative. Online Learning, 20(4), 136-156.
  • Willem, C., Aiello, M. & Bartolomé, A. R. (2007). Blended Learning and New Literacies. The International Journal of Technology, Knowledge & Society, 2, 3-9.
  • Windisch, H.C. (2016). How to motivate adults with low literacy and numeracy skills to engage and persist in learning: A Literature review of Policy Interventions. International Review of Education, 62(3), 279-297. https://doi.org/10.1007/s11159-016-9553-x
  • Wu, B., Hu, Y., Gu, X. & Lim, C.P. (2016). Professional Development of New Higher Education Teachers With Information and Communication Technology in Shanghai: A Kirkpatrick's Evaluation Approach. Journal of Educational Computing Research, 54(4), 531-562. https://doi.org/10.1177/0735633115621922
  • Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H. & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing In Higher Education, 28(3), 326-343. https://doi.org/10.1007/s12528-016-9118-9
  • Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382. https://doi.org/10.1016/j.chb.2016.05.055
  • Zhu, Y., Au, W. & Yates, G. (2016). University students' self-control and self-regulated learning in a blended course. Internet And Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.001