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This article presents the results of research on building learning materials in accordance with the requirements to be achieved of the thematic “Physics with Environmental Protection Education (PEPE)” in the Physics 10 to support Blended learning according to the orientation of The General Education Program (GEP) in 2018. Specifically, the learning materials have been built for teaching PEPE applying physics teaching theory. Additionally, practical research methods are used in combination with statistical approaches to identify difficulties when teaching PEPE, thereby establishing criteria for developing instructional materials and determining the strengths, weaknesses, and suitability of the developed materials in the current blended teaching. These support materials assist teachers in teaching the PEPE, helping students develop their physics competencies to meet the subject's learning outcomes, as well as nurturing their patriotism and responsibility in environmental protection. This material can be applied as reference, teaching and assessment material. The survey of teachers and students shows that the learning materials are positively received, but it is necessary to develop more learning material content and pedagogical experiments to support the learning of high school students more effectively.

Abstract This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning.

This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumo Introdução: A educação na saúde tem vivenciado movimentos de mudança do seu modelo tradicional e de busca por proposituras inovadoras, que reorientem a formação do profissional diante das singularidades de nosso Sistema de Saúde e do desenvolvimento de competências para os novos tempos que já se fazem presentes. Nesse sentido, o trabalho parte do pressuposto de que a exploração de estratégias tecnológicas nas graduações em saúde potencializa experiências de aprendizagem capazes de caminhar conjuntamente com o rigor técnico e a humanização do cuidado, imprescindíveis à formação em saúde. Objetivo: Avaliar a preferência e satisfação de estudantes de graduações em saúde na utilização de diferentes tecnologias na educação superior presencial em relação aos seus Estilos de Aprendizagem (EA). Método: Pesquisa de natureza prospectiva com participação de 114 alunos primeiro-anistas dos cursos de Enfermagem e Medicina da Faculdade de Medicina de Botucatu (FMB-Unesp) matriculados na disciplina Interação Universidade-Serviço-Comunidade (IUSC I), que responderam inicialmente ao questionário de EA e, posteriormente, às perguntas sobre preferência e satisfação no uso do Moodle e do Facebook em atividades pedagógicas. Para comparação das médias, utilizou-se o teste t de student e, para comparar proporções, utilizou-se o teste de χ2. Foi considerado nível de significância de 5% (α=0,05). Resultados: Independentemente da graduação ou do sexo, houve predomínio do EA Reflexivo entre os estudantes. Considerando o EA, não houve diferença no uso do Moodle e do Facebook, entretanto, observou-se maior preferência e satisfação pelo uso do Facebook em relação ao Moodle, independentemente do EA. Conclusões: O uso de recursos tecnológicos, metodologias ativas e mapeamento de EA não garante por si só o protagonismo e a autonomia do aluno em novo cenário de ensino-aprendizagem. A literacia digital, forjada na negociação e renegociação da experiência individual e coletiva, só poderá ser alcançada mediante intencionalidade pedagógica.

The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

Abstract The prevalence of mental disorders in adolescents has a considerable impact on daily life, restricting tasks and diminishing overall quality of life while potentially leading to stigmatization. This study aims to measure the impact of a mental health literacy intervention program, called “Bicho de 7 Cabeças” project, in b-learning format, on the increase of knowledge and the decrease of stigma in young people from Póvoa de Varzim, in Portugal. A quasi-experimental study was conducted, from November 2022 to May 2023, involving an experimental group (“Bicho de 7 Cabeças” protocol) and an active control group (informational brochures), utilizing a pre-test/post-test design. Mental Health Literacy Measure-MHLM, Mental Health Promoting Knowledge Scale-MHPK-10, Mental Illness Knowledge Schedule-MAKS, Reported and Intended Behaviour Scale-RIBS, and Community Attitudes toward People with Mental Illness-CAMI were used. A total of 504 young students from the 9th grade enroll in this study, with a mean age around 14 years old. There is a significant difference between stigma (p

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The prevalence of mental disorders in adolescents has a considerable impact on daily life, restricting tasks and diminishing overall quality of life while potentially leading to stigmatization. This study aims to measure the impact of a mental health literacy intervention program, called "Bicho de 7 Cabeças" project, in b-learning format, on the increase of knowledge and the decrease of stigma in young people from Póvoa de Varzim, in Portugal. A quasi-experimental study was conducted, from November 2022 to May 2023, involving an experimental group ("Bicho de 7 Cabeças" protocol) and an active control group (informational brochures), utilizing a pre-test/post-test design. Mental Health Literacy Measure-MHLM, Mental Health Promoting Knowledge Scale-MHPK-10, Mental Illness Knowledge Schedule-MAKS, Reported and Intended Behaviour Scale-RIBS, and Community Attitudes toward People with Mental Illness-CAMI were used. A total of 504 young students from the 9th grade enroll in this study, with a mean age around 14 years old. There is a significant difference between stigma (p <.001) and knowledge (p <.001) scores at baseline and follow-up. The results of this study shows that interventions aimed at young people for the promotion of mental health literacy and stigma reduction are needed and more initiatives should be implemented in schools to address these problems. [ABSTRACT FROM AUTHOR]

Written communication is an essential skill for information professionals. Therefore, it is common to implement writing tasks to develop this skill in higher education. However, it is known that students' learning style preferences can influence improved written communication skills unequally among students, considering practice with writing tasks. This study examined how learning style preferences can influence the improvement of written communication skills in a blended learning environment for university students in information and management control engineering. Over seven semesters, 215 students participated in writing tasks supported by a discussion forum, and their learning style preferences were measured and analyzed using the Honey and Mumford model. Student performance on the online forum was repeatedly measured to determine the variation in written communication skills according to different learning style preferences and to identify which students benefited most from the intervention. The results indicate that although students' primary learning style preference influences their performance in written communication, these skills improve regardless of the learning style preference. Students with a primary "reflector" learning style preference were the most numerous and achieved the greatest learning gains. Students with a "theorist" learning style preference demonstrated medium-sized improvements in spelling and writing, and students with an "activist" learning style preference had small but significant increases in the quality of their justification and argumentation. Overall, the results suggest that learning style preferences are a relevant individual characteristic for personalizing electronic or hybrid learning environments in writing tasks. [ABSTRACT FROM AUTHOR]

The present study aims to determine if the successful implementation of a blended learning methodology is more dependent on the course subject matter or on the teacher. Using the Evaluation Scale on the Influence of Course Subject and Teachers on B-learning, we analyzed five factors: Expectations, Web Tools 2.0, Feedback, Cooperative/collaborative Learning, and Social Relations. The results show that student expectations and cooperative/collaborative learning are dependent on the course subject matter while all five factors crucially depend on the role of the teacher. We concluded that teachers have a much greater influence than the course subject on the successful implementation of an effective blended learning model. [ABSTRACT FROM AUTHOR]

Se analiza el impacto de la interacción en una instrumentación didáctica b-Learning, basada en la colaboración y comunicación durante sesiones presenciales y entorno en línea con base en una experiencia de dos años en educación a distancia durante la pandemia por Covid-19. La investigación utiliza la instrumentación didáctica en la plataforma Moodle y sus herramientas de interacción para favorecer el proceso de enseñanza, de aprendizaje y de evaluación en cursos de Cálculo Diferencial y Análisis de Datos Experimentales, a través de una modalidad mixta que combina la interacción presencial y en línea. Los resultados indican que la implementación de esta estrategia promueve una mayor colaboración y comunicación entre los estudiantes y con el profesor. Se observó un incremento en la satisfacción de los estudiantes con la aplicación de la instrumentación didáctica b-Learning, lo que sugiere la eficacia de esta modalidad mixta para mejorar la experiencia educativa en la resolución de problemas en ambientes colaborativos. Los profesores comprobaron la validez de contenido de instrumentos de evaluación estandarizados, tras aplicarlos en la herramienta Examen de Moodle. Estos hallazgos resaltan la importancia de considerar la interacción en el diseño de estrategias didácticas que integren la educación presencial y mixta para potenciar el aprendizaje.

Introduction: The COVID-19 pandemic has led to the creation of different teaching adaptations shared in health degrees, such as blended teaching methods, including face-to-face learning combined with online learning. Objectives: One objective was to compare the academic performance scores aligned to worked competencies during physiotherapy internships between two groups: one exposed to a blended learning (b-learning) educational model and another exposed to a face-to-face teaching system during internships. Another objective was to study the correlation of the marks of the following year's internship subject. Design: Analytical study of retrospective cohorts. Settings: Physiotherapy university degree program. Participants: Three hundred students working towards attaining Physiotherapy degrees. Methods: Two groups were studied: the Non-Exposed Cohort, which had 100% face-to-face attendance at the clinical center, and the Exposed Cohort, which experienced b-learning and had 50% attendance at the clinical practice center and 50% completion of asynchronous online complementary training during lockdown. Results: The results show that both in the Exposed Cohort and in the Non-Exposed Cohort, the qualifications and, therefore, the competence development achieved by the students were similar. A stronger correlation with skills activities developed in the Exposed Cohort in relation to the final mark of the following year's internship subject has been found. Discussion and Conclusions: For all the competencies developed during CS II, participants obtained the same grades in both groups, so it is concluded that the online activities implemented during confinement mixed with face-to-face teaching were useful for the achievement of these skills. Thus, b-learning is a good method for developing clinical practice competencies in physiotherapy students. Contribution of the Paper: Blended teaching (b-teaching) is useful for developing internship competencies. It is necessary to align the activities developed in internships with the evaluated skills. [ABSTRACT FROM AUTHOR]

In our experience, university students enrolling in health science and forensic science degrees show difficulty in retaining and integrating basic scientific knowledge learned in their first academic year. Furthermore, in the forensic sciences case, many students have oversimplified and unrealistic expectations as a result of the exposure to crime TV shows, internet blogs, and other social media platforms. Our pedagogical proposal is focused on second-year university students, aiming at promoting effective learning and the integration of scientific knowledge from previous courses, in this particular example, molecular and cell biology and biochemistry, with more advanced forensic courses, such as forensic anthropology and odontology. Teams composed of students and tutors from the teaching staff, with the help of dichotomous keys, are challenged to analyze a crime scene and choose the relevant evidence to further investigate, determine the scientific approach, execute the experimental work, interpret the results and, finally, resolve the case. To assess the pedagogical advantages and the receptivity of this project, a survey is to be carried out among students, and respective statistical analysis is also proposed. Finally, we hope this project outline may be adapted to other subjects, and, therefore, be used to address different pedagogical questions in forensic studies.

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In our experience, university students enrolling in health science and forensic science degrees show difficulty in retaining and integrating basic scientific knowledge learned in their first academic year. Furthermore, in the forensic sciences case, many students have oversimplified and unrealistic expectations as a result of the exposure to crime TV shows, internet blogs, and other social media platforms. Our pedagogical proposal is focused on second-year university students, aiming at promoting effective learning and the integration of scientific knowledge from previous courses, in this particular example, molecular and cell biology and biochemistry, with more advanced forensic courses, such as forensic anthropology and odontology. Teams composed of students and tutors from the teaching staff, with the help of dichotomous keys, are challenged to analyze a crime scene and choose the relevant evidence to further investigate, determine the scientific approach, execute the experimental work, interpret the results and, finally, resolve the case. To assess the pedagogical advantages and the receptivity of this project, a survey is to be carried out among students, and respective statistical analysis is also proposed. Finally, we hope this project outline may be adapted to other subjects, and, therefore, be used to address different pedagogical questions in forensic studies. [ABSTRACT FROM AUTHOR]

La competencia intercultural es una de las capacidades más fundamentales para cualquier persona en un mundo cada vez más globalizado, sobre todo para los estudiantes de lengua extranjera. Con el uso extendido de Internet, la modalidad de enseñanza ha de revolucionarse para satisfacer las necesidades de una nueva sociedad. El presente artículo indaga sobre la efectividad del curso «Introducción a las fiestas chinas y sus connotaciones culturales» impartido en modelo B-learning (MOOC + clases presenciales) en una universidad china. De ahí, se propone la construcción de un nuevo ecosistema para la enseñanza de la interculturalidad entre China y el mundo hispánico en que los tres niveles (técnico, cognitivo y axiológico) se entrelazan y se apoyan para crear un bucle cerrado.

The article is part of the master's thesis on project-based learning (PBL), which utilized B-learning to enhance the scientific skills of sixth-grade students in biology at Rodolfo Castro Castro school in Mariangola, Valledupar, Cesar. Accordingly, 35 sixth-grade students were involved in the investigation that applied a learning sequence aimed at strengthening scientific competencies (identify, inquire, and explain). The study results demonstrated that combining virtual and face-to-face learning environments through PBL can contribute to the strengthening and development of scientific skills. The data were qualitatively collected through action research, adopting a pre-experimental design. An observation technique was applied to a group of participants. This project aimed to observe and describe the scientific competencies of the students, including their capacities, abilities, and weaknesses. The aim was to implement a strategy to strengthen competencies where weaknesses were found. Rubrics were used to determine the level of achievement of the students during the development of the PBL methodology. [ABSTRACT FROM AUTHOR]

A documentary review was carried out on the production and publication of research papers referring to the study of the variable B-learning, Moodle and Higher Education. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 201 7-2022, achieving the identification of 57 publications. The information provided by this platform was organized through graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics have been described, the position of different authors towards the proposed theme is referenced through a qualitative analysis. Among the main findings made through this research, it is found that Brazil with 17 publications was the Latin American country with the highest scientific production registered in the name of authors affiliated with institutions in that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of B-learning, Moodle in Latin American Higher Education was Social Sciences with 39 published documents, and the Type of Publication most used during the period indicated above were Journal Articles with 54% of the total scientific production. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify dynamic nuclei of virtual education from the perspective of teachers, as a basis for projecting future educational strategies that promote integration and dialogue. The results confirm three dynamic nuclei of virtual education: Elearning, B-learning and M-learning as online modalities that coupled from a formative integration and pedagogical contextualization allow to enhance the didactic processes in virtual learning environments, revealing itself as a multimodal virtual education that summons the articulation of these modalities from their strengths. This requires didacticpedagogical mechanisms that guarantee a multimodal strategy-content-objective-method link, helping to develop virtual learning environments as dynamic environments for integration and dialogue. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In recent years, modern technologies have become established in most educational fields. Thus, e-learning tends to be an integral part of the learner-centered learning process, with the teacher acting as a facilitator. However, the methodologies used to study the impact of e-learning have been varied and imprecise, making comparison and meta-analysis difficult. This study attempts to overcome these obstacles with a large and homogeneous sample to compare (1) the academic outcomes obtained with face-to-face and e-learning in a blended module of human anatomy and (2) the response attempts (response index) of each student in answering questions specific to each learning modality., Material and Methods: The results of the multiple-choice exams under study were collected. All students (n=1160) were from four consecutive academic years following the same teaching program with a b-learning method: 13 topics were presented face to face by the same lecturers, and six via e-learning with the same online resources. Two variables were compared: (1) the academic grade, based on the score for correct answers and the penalty for incorrect ones, and (2) the response index, based on the number of correct and incorrect answers., Results: (1) 73.45% of the examinees passed the test. In the sample as a whole, results were better in face-to-face than in e-learning. In the quartiles ordered by overall academic performance, this superiority was limited to the top half of the higher-performing students. In contrast, lower-scoring students performed better in e-learning. However, these differences were modest (≤ 0.54 points). (2) In proportion, the questions on topics learned face-to-face were the most frequently answered. A strong correlation was observed between the variables in the whole sample and the students with the highest academic scores (first quartile) on the global exam and the questions on topics learned in each modality. In the remaining quartiles, the correlation was also strong in the e-learning content., Conclusions: (1) Both modalities included in b-learning are academically effective. (2) Proportionally, students take more risks when answering content questions learned in face-to-face classes, and there is a strong correlation between response attempts and academic grades, especially, on the brightest exams and e-learning content., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier GmbH.)

This article has investigated the perceptions about the educational use of the Google Workspace (formerly Google Suite) of a group of 131 students who are studying Communication Sciences and Digital Communication degrees at a University Center in the province of Seville, Spain. The main objective of the research was to collect and analyse the educational experience and the competences developed by these students with this software suite in university education. To do so, a descriptive research was designed based on a quantitative and qualitative analysis using an online questionnaire. The results showed that these university students value favourably the interface and services provided by this platform, especially Meet, Documents, Gmail, Classroom and Presentations. However, they perceive that other applications, such as Keep, Jamboard or Tasks, are not very useful. In short, blended learning models proposed by Google Workplace have proven useful in the university field, and that students have adapted adequately to the new learning environment.

The purpose of this research is to determine the perception of a group of students on the impact of a virtual platform for interaction and social learning in the B-Learning model. It was framed in the quantitative approach, at a descriptive level through fieldwork, using a survey as a source of information collection. The sample of 131 first-semester students belonging to Bachelor's degree programs in a Faculty of Education was consolidated. In the opinion of the students, it is highlighted that the BLearning model based on Social Learning strengthens communication and collaboration, from interactivity and the social web. It is concluded that the social learning given in the B-Learning model allows the creation of virtual collaborative work environments in the digital platform through social interaction. [ABSTRACT FROM AUTHOR]

La evolución que se ha suscitado en los diferentes ámbitos (económicos, políticos, tecnológicos, sociales, educativos, religiosos, entre otros) de la humanidad, ha despertado especial interés en la implementación innovadora de sistemas educativos, sustentados en la evolución y practicidad que promueven las tecnologías de la información y comunicación (TIC), con miras a generar cambios drásticos que surgen de los diferentes elementos del acto didáctico. El objetivo del estudio, es interpretar la importancia de los modelos Blended Learning (B-learning) en los procesos de enseñanza educativo para la construcción del conocimiento, mediante el análisis de las teorías del aprendizaje. Es una investigación centrada dentro del paradigma postpositivista-interpretativo, enfoque cualitativo (interpretativismo-sociosimbolista) de tipo documental. Los resultados indican que, debido a la versatilidad que ofrece el diseño B-learning en cuanto a su nivel integrador para estructurar sesiones presenciales y virtuales, en concordancias con las TIC y las teorías del aprendizaje; generan procesos innovadores y creativos que realzan la importancia de la disciplina, comunicación y aprendizaje; entre sus actores principales (profesores y estudiantes). Las conclusiones denotan el resurgimiento de fuentes de horizontes, enmarcadas bajo actividades de enseñanza, donde las instituciones ameritan enfocar sus estrategias en pro de fortalecer los sistemas educativos, volviéndose resilientes y capaces de ofrecer respuesta a la sociedad a pesar de las adversidades y aprovechando la tecnología.

El texto reseñado expone una investigación que integra tres estudios con la finalidad de aportar sobre cómo se puede diseñar un curso para la formación de docentes universitarios en el uso de tecnologías de la información y la comunicación para el proceso educativo. Este estudio se fundamenta teóricamente en el modelo TPACK, el modelo de la comunidad de indagación y los principios instruccionales de Merrill. Se presentan los principales aspectos abordados en cada estudio siguiendo la propuesta que realiza el autor. El texto contribuye a la mejora de los diseños de cursos para formación docente y aporta al área de investigación sobre la formación del profesorado en TIC y educación.

La investigación tiene como objetivo identificar las oportunidades de los programas tecnológicos en el área de negocios, para dar respuesta a las necesidades, los retos, las tendencias de las organizaciones y las oportunidades de autodesarrollo en competencias específicas y transversales en la formación, tomando como referentes de buenas prácticas de las experiencias de Alemania, Reino Unido, China, Japón, Chile, y Brasil. Por otra parte, se analiza la oferta desde la capacidad y las dificultades para responder a la pertinencia y la realidad laboral del país. Como resultado se identifican cinco factores incluyendo la gestión ambiental, la innovación y la creatividad, la tecnología aplicada, el emprendimiento, el intraempresarismo y la internacionalización además de los dominios de formación desde la revisión documental y finalmente el trabajo de campo permite priorizar algunas de las competencias transversales consideradas por los empleadores en las ofertas laborales y los egresados de programas en el área de los negocios.

In recent years, blended learning (BL) has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems (LMSs), digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through the applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions' attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artigo procura sintetizar a experiência de realização da iniciativa do NSTU na Rússia com o objetivo de integrar a literatura eletrónica no processo educativo no ensino superior. O projeto consistiu numa investigação multifuncional que incluiu diferentes disciplinas curriculares (inglês como segunda língua, literatura e pedagogia). O seu objetivo educativo era apresentar uma narrativa digital a diferentes categorias de estudantes russos. Em primeiro lugar, a estudantes que estudam literatura para desenvolver competências de análise de textos literários. Em segundo lugar, os episódios de Inanimate Alice foram apresentados àqueles que estudam inglês como segunda língua, a fim de treinar as competências linguísticas tradicionais (ler, escutar, falar e escrever) na aprendizagem de inglês, através de uma experiência de leitura criada digitalmente. O objetivo da investigação foi analisar os dois tipos de experiência e conceber uma estratégia para a integração do texto literário digital no processo educativo na Rússia.

The EduQuim tool has been structured in Moodle with the B-learning modality in order to carry out research in the teaching and learning of Chemistry in high school students. In this tool the theories of learning are implemented through animated lessons, mini-games, interactive exercises, formal evaluations, surveys, chats and forums, which gives it a dynamic, participatory and communicative nature with the students. In addition, an evaluation of the attitude and perception of the students and teachers in relation to the animated lesson, Matter, was carried out through surveys and interviews. The results showed very favorable opinions regarding clarity, understanding and explanations, both for students and teachers. The students suggested corrections to the sound and the characters.

Resumen: Introducción: Uno de los retos de la educación superior es formar un profesional capaz de mantener un aprendizaje permanente. Para ello, la integración de TIC mediante estrategias que involucran el aprendizaje en línea es esencial. Sin embargo, el éxito de su implementación depende de la capacidad que tenga el estudiante de autogestionar su proceso de aprendizaje. Por ello, el objetivo de este estudio fue relacionar los niveles de predisposición al aprendizaje autodirigido de los alumnos de un programa de especialización al iniciar un taller en comunicación científica con el grado de satisfacción con la metodología implementada y con su efectividad sobre el desarrollo de competencias en comunicación científica. Materiales y métodos: Se aplicaron 3 instrumentos: Escala de Fisher, King y Tague para la medición de la predisposición al aprendizaje autodirigido, Cuestionario de satisfacción con metodología b-learning y Cuestionario de autopercepción en competencias de comunicación científica. Se evaluó la relación entre los resultados de la medición de la predisposición al aprendizaje autodirigido y los resultados de los otros cuestionarios. Resultados: Se observaron correlaciones positivas entre los niveles de deseo de aprender y las dimensiones actividades presenciales (p < 0,01), interacción en actividades presenciales (p < 0,05) y actividades de enseñanza aprendizaje (p < 0,05); entre los niveles de deseos de aprender y la dimensión lectura de artículos científicos (p < 0,01) y entre los niveles de autoconfianza y la dimensión lectura del artículo científico (p < 0,05). Conclusiones: La autodirección en el aprendizaje cumplió un papel importante en la implementación de la estrategia educativa en esta cohorte en particular. Abstract: Introduction: One of the challenges in higher education is to train professionals capable of maintaining lifelong learning. Because of it, the incorporation of ICT through strategies that involve online learning is essential. However, the success of its implementation depends on the ability of the student to self-manage their learning process. Therefore, the aim of this study was to relate levels of self-directed learning readiness of a specialization program students at the beginning of a scientific communication course with their satisfaction with the methodology implemented and it effectiveness on developing scientific communication competencies. Materials and methods: Three instruments were applied: Fisher, King & Tague's self-directed learning readiness scale B-learning strategy satisfaction questionnaire and Self-perceived scientific communication skills questionnaire. The relation between self-directed learning readiness and the results of the other questionnaires was evaluated. Results: Positive correlations were observed between levels of willingness to learn and the dimensions of classroom activities (P

En la educación superior se constata que los estudiantes manifiestan insuficiencias en el aprendizaje de la Estadística, situación que tiene efectos a lo largo de la carrera profesional, por lo que el objetivo planteado es el de desarrollar una estrategia metodológica a partir de la dinámica de la gestión de la información en un modelo educativo B-Learning para elevar el conocimiento y las habilidades estadísticas en los estudiantes de educación superior. Se ha desarrollado una investigación desde una perspectiva cuantitativa a través de un diseño cuasi experimental con grupo control llegándose a diseñar y validar la estrategia contenida en una guía didáctica. Los resultados empíricos indican que hay una correlación positiva significativa entre la gestión de la información y las notas de los estudiantes en los cursos de Estadística, Inferencia y Métodos Predictivos, la relación mediante la regresión Notas= 10.041 + 1.2737 GI, confirmándose que B-Learning, Constructivismo y Gestión de la Información son factores importantes en el modelo propuesto y contribuyen al aprendizaje de la Estadística.

This article presents the perceptions of teachers and students regarding the use of Digital Information and Communication Technologies (TDIC) in educational contexts. It is a case study, descriptive, exploratory and qualitative in nature. Presenting the results of three stages of a research carried out: the first conducted with educational managers about their perceptions regarding the implementation of distance workload in classroom courses; the second obtained in a teacher training course for the use of digital technologies due to the implementation of distance workload in face-to-face courses and the third with students about the realization of distance subjects in a face-to-face course in Electrotechnics. The results obtained allowed us to verify the contribution of technologies to the teaching and learning process and conclude that the implementation of distance workload in classroom courses involves the training of managers and teachers.

In recent years, blended learning (BL) has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems (LMSs), digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through the applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions’ attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education.

In this paper we offer some educational proposals to seek innovation and apply information and communication technologies (ICT) in the university. To this end, we present a new B-learning project for the teaching of foreign languages implemented between the Faculty of Languages of the University of Strasbourg and the language learning centre SPIRAL. In addition to explaining how this joint initiative has been organised, we will present the teaching methodologies and strategies that have been used, as well as the achievements and challenges that this pilot project poses for the future. On the other hand, we present some methodological experiences carried out in the degree of Foreign or Regional Languages, Literatures and Civilizations (LLCER) of the University of Strasbourg. We talk about the Flipped Classroom. In conclusion, we talk about pedagogical transformations in the university and new social realities and European trends. For this purpose, it is necessary to update content and offer new methodological solutions, different learning activities and promote the acquisition and development of general and specific skills in our students.

Se describe la herramienta b-learning LATS (Language Assessment Training System) diseñada desde la Universidad de Málaga para entrenar las competencias en toma de decisiones para el diagnóstico clínico en el ámbito de las Ciencias de la Salud. El LATS instruye on-line a los discentes para resolver casos virtuales simulados por las fases de toma de decisiones clínicas. El profesor instruye cara a cara acerca del proceso de toma de decisiones a seguir. Nuestro objetivo es mostrar la utilidad del LATS para mejorar las competencias de razonamiento clínico diagnóstico en alumnos de 3º del Grado de Logopedia de la Universidad de Málaga. Los resultados indican que los discentes mejoran el rendimiento con el LATS y valoran positivamente la herramienta.