Quantitative and qualitative analysis of Blended Learning in the university system of Catalonia

In recent years, there has been a rapid growth in the implementation of Blended Learning as a teaching modality, as well as in the research of methodologies related to improvement in learning outcomes. However, in non-Anglo-Saxon universities, research on the institutional policy related to this type of teaching is scarce. In two earlier studies, the authors have published previous outcomes on this modality, at a general level, referring to 20 European universities, as well as an in-depth study at the University of Barcelona. This research analyzes the current implementation of Blended Learning in the twelve universities integrated in the university system of Catalonia (NE Spain) in order to identify the key elements that determine the strategic adoption of this modality. With this aim, Thus, semi-structured surveys were carried out to the twelve vice-rectors responsible for educational policy in each university. This article describes the current state of the Blended Learning in the Catalan university system and it is analyzed in comparison to the data of six years ago. It is evident, on the one hand, as at the grade level, the increase has not been expected in relation to previous expectations. On the other hand, it becomes clear the conceptual change of the formal blended teaching, with the accreditation of academic authorities, towards new, more flexible approaches to hybrid or combined learning.