B-Learning at Universities in Andalusia (Spain): From Traditional to Student-Centred Learning

Autor/inn/en	Morueta, Ramon Tirado; Gomez, Jose Ignacio Aguaded; Gomez, Angel Hernando
Titel	B-Learning at Universities in Andalusia (Spain): From Traditional to Student-Centred Learning
Quelle	8 (2012) 2, S.56-76 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Blended Learning; Educational Innovation; Structural Equation Models; Educational Methods; Teaching Models; Self Efficacy; Questionnaires; Database Management Systems; Technology Uses in Education; Technological Literacy; Teacher Competencies; Pedagogical Content Knowledge; Teacher Attitudes; Technology Integration; Spain; Spain (Andalusia) + Suchen Sie Ihr Suchwort? Ausland; Instructional innovation; Bildungsinnovation; Educational method; Erziehungsmethode; Lehrmodell; Self-efficacy; Selbstwirksamkeit; Fragebogen; Datenbanksystem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lehrkunst; Pädagogische Kompetenz; Lehrerverhalten; Spanien
Abstract	In this paper, the authors examine the rates at which blended learning (b-learning) has been adopted at universities in the region of Andalusia (Spain), as well as the educational model applied to its usage. The authors explore the influence of teachers' perceptions of their competence in the use they make of digital material and to measure institutional support for teachers in this area. The methodology consists of an ad hoc questionnaire designed for a representative sample from four universities and the application of Multiple Correspondence Analysis (MCA) and Structural Equation Modelling (SEM). The results show that the use of Learning Management Systems (LMS) in universities in Andalusia is common but there is little sign of educational innovation, except in a minority of teachers. In addition, it was found that teachers' perceptions of their technological competence influenced their use of LMS but not the pedagogical model. The university pedagogical model must be reconceptualised, with a shift in traditional university values toward innovation, cooperation, and a shared construction of knowledge. (Contains 7 figures and 7 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10