¿Qué es el 'Blended learning'?
Debido a la
pandemia hubo un incremento de esto fenómeno, ¿pero realmente sabemos qué es?
Su uso se desarrolló a partir de los años 90, cuando la tecnología irrumpió en
nuestras vidas y empezó a ser más accesible. Hay muchas definiciones para este
concepto, a continuación tenemos las que más destacan:
Primera definición
El Blended
Learning es una planificación de instrucción determinada donde un estudiante
aprende, en fracciones, mediante la enseñanza online y en partes, dentro del
campus, con alguna forma de control, y que estas varias modalidades durante el
recorrido del aprendizaje en una asignatura o curso se conectan para alcanzar
una enseñanza totalmente integral.
Gutierrez, K. E. J., Melgar, Á. S., y Ybaceta, N. P. (2022). Blended Learning: Una alternativa de enseñanza en contexto de aislamiento. NVEO-NATURAL VOLATILES & ESSENTIAL OILS Journal| NVEO, 118-129.
Segunda definición
Blended learning es ya hoy un término de uso frecuente y
habitual en los manuales de medios y las tecnologías en la enseñanza (Aguaded y
Cabero, 2013). Fue definido como “el uso mezclado de entornos presenciales y no
presenciales” (Bartolomé,2004), pero ha evolucionado hacia diseños pedagógicos
en los que se precisa el tipo de actividades y la relación entre ambos entornos,
por ejemplo, el flipped classroom. Como resultado, hoy los entornos de blended
learning (BL)
presentan gran variedad de formatos y diseños pedagógicos. Margulieux,
McCracken y Catrambone (2016) clasificaron los cursos BL utilizando estas
cuatro categorías:
- Localización: en casa, en un lugar público o en
un lugar específico.
- Medio de distribución (si hay distribución de
materiales).
- Tipo de instrucción: magistral, activo, etc.
- Sincronía: actividades
simultáneas, sucesivas en la línea de tiempo.
Bartolome, A., García, R., y Aguaded, I. (2018). Blended learning: overview and expectations. RIED-Revista Iberoamericana de Educación a Distancia, 21(1), 33-56. https://doi.org/10.5944/ried.21.1.18842
Tercera definición
El Blended
Learning o Aprendizaje Combinado es una combinación de métodos de
aprendizaje que incorporan múltiples modales de enseñanza, con mayor frecuencia
el aprendizaje electrónico (e-learning) y el aprendizaje tradicional
presencial (Bonk & Graham, 2012). El aprendizaje combinado es un desarrollo
natural de la creciente accesibilidad del aprendizaje electrónico, los recursos
en línea y la necesidad continua de un componente humano en la experiencia de
aprendizaje (Hrastinski, 2019).
Cuarta definición
There are two blended learning definitions that are most frequently cited in the literature. These have been suggested by Graham (2006), and Garrison and Kanuka (2004), and have been cited 2149 and 3116 times, respectively (Google Scholar, Oct 25, 2018). Graham (2006) defines blended learning as follows: “Blended learning systems combine face-to-face instruction with computer-mediated instruction” (p. 5). Garrison and Kanuka (2004) define blended learning as “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (p. 96). Thus, we can conclude that there is general agreement that the key ingredients of blended learning are face-to-face and online instruction or learning.
There are at least three
differences worth noting between these two definitions.
1) The first definition is
more inclusive when stating there should be a combination (Graham 2006), while
the second definition include a quality dimension, i.e. that there should be
thoughtful integration (Garrison and Kanuka 2004).
2) The first definition
uses the term computer-mediated while the second definition uses the term
online. However, these days computers are rarely used offline.
3) The first definition uses the term instruction
while the second definition uses the term learning experience. In blended
learning research, it is unusual to focus on instruction or learning,
instead these are regarded as two sides of the same coin. For example, an
empirical study on blended learning commonly describes instructional methods
and media and then conducts an evaluation from the learner perspective. For
this reason, it can be assumed that blended learning research has an interest
in instruction and learning.
A third, slightly less
influential, definition was put forth by Allen and Seaman (2010, cited 988
times according to Google Scholar, Oct 25, 2018). They define a blended
learning course as follows: “Course that blends online and face-to-face
delivery. Substantial proportion of the content is delivered online, typically
uses online discussions, and typically has a reduced number of face-to-face
meetings” (p. 5). The definition is quite like the definition proposed by
Graham (2006). However, they note that a substantial proportion should be
delivered online. In
their paper, they also suggest that the proportion of content delivered online
should be 30 to 79% in blended learning.
The use of the term blended learning is relatively new. Before the term became widely used, the term hybrid learning was used quite often. These days the terms blended learning and hybrid learning are used interchangeably (Graham 2009; Watson 2008). Similarly to the reviewed blended learning definitions, a hybrid learning environment has been described as combining face-to-face education with access to online learning tools (Hall and Davison 2007). In fact, Olapiriyakul and Scher (2006) state the following: “These two terms (hybrid learning and blended learning) are used alternatively, but refer to the same concept.” (p. 288). The term hybrid learning might have been more widely adopted in practice than in research, as there are quite few highly cited papers on hybrid learning, as compared with blended learning research.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
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