Biblioteca Digital de VanguardiaPeculiarities of the higher education development in a blended learning environment
This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey database containing the survey results of 7,8...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Inglés |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2021
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/15959 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66297 |
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| author | Chervonyi, Pavlo Alieksieieva, Svitlana Senchylo-Tatlilioglu, Nadiia Chastnyk, Oleksandr Diomidova, Nataliia |
| author_facet | Chervonyi, Pavlo Alieksieieva, Svitlana Senchylo-Tatlilioglu, Nadiia Chastnyk, Oleksandr Diomidova, Nataliia |
| author_sort | Chervonyi, Pavlo |
| collection | Repositorio |
| description | This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey database containing the survey results of 7,823 educators in France and the Netherlands. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for information and communication technology (ICT) use in student learning (48.4%) components inclusion. A significant level of teachers’ professional development of ICT skills was revealed (44% take courses). An average level of teachers’ unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% almost not ready, 34.25 not prepared enough). A positive correlation was established between the teachers’ preparation for the blended learning environment and the passage of professional ICT skills development courses. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66297 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO662972022-03-18T19:31:18Z Peculiarities of the higher education development in a blended learning environment Peculiaridades del desarrollo de la enseñanza superior en un entorno de aprendizaje mixto Peculiaridades do desenvolvimento do ensino superior em um ambiente de aprendizagem misto Chervonyi, Pavlo Alieksieieva, Svitlana Senchylo-Tatlilioglu, Nadiia Chastnyk, Oleksandr Diomidova, Nataliia Pedagogy Blended learning Environment Pedagogía Aprendizaje combinado Entorno Pedagogia Aprendizagem mista Ambiente This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey database containing the survey results of 7,823 educators in France and the Netherlands. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for information and communication technology (ICT) use in student learning (48.4%) components inclusion. A significant level of teachers’ professional development of ICT skills was revealed (44% take courses). An average level of teachers’ unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% almost not ready, 34.25 not prepared enough). A positive correlation was established between the teachers’ preparation for the blended learning environment and the passage of professional ICT skills development courses. Este artículo pretende identificar las peculiaridades de la transformación de la pedagogía de la enseñanza superior a través del modelo de aprendizaje mixto. La metodología se basó en un análisis estadístico y correlacional utilizando la base de datos de la Encuesta Internacional de Enseñanza y Aprendizaje, que contiene los resultados de la encuesta realizada a 7.823 educadores de Francia y los Países Bajos. Resultados. El estudio reveló un nivel medio de preparación de los profesores para el aprendizaje mixto (50,5%) y de preparación para el uso de las TIC en el aprendizaje de los alumnos (48,4%) componentes de inclusión. Se reveló un nivel significativo de desarrollo profesional de los profesores en cuanto a las competencias en TIC (el 44% realiza cursos). Se estableció un nivel medio de falta de preparación de los profesores tanto para el aprendizaje combinado (28,9% no está preparado, 36,6% no está suficientemente preparado) como para el uso de las TIC en la práctica (30,3% - casi no está preparado, 34,25 - no está suficientemente preparado). Se estableció una correlación positiva entre la preparación de los profesores para el entorno de aprendizaje combinado y el paso de los cursos de desarrollo de habilidades profesionales en TIC. Este artigo identifica peculiaridades da transformação da pedagogia do ensino superior através do modelo de aprendizagem combinada. A metodologia baseou-se numa análise estatística e correlacional, utilizando a base de dados do The Teaching and Learning International Survey, contendo os resultados de pesquisa com 7.823 educadores na França e nos Países Baixos. O estudo revelou nível médio de preparação dos professores para a aprendizagem mista (50,5%) e para a utilização das tecnologias da informação e comunicação (TIC) na aprendizagem dos estudantes (48,4%). Revelou-se um nível significativo de desenvolvimento profissional em competências das TIC (44% fazem cursos) e estabeleceu-se um nível médio de despreparo tanto para aprendizagem mista (28,9% não preparados, 36,6% insuficientemente preparados) como para utilização das TIC na prática (30,3% quase não preparados, 34,25 insuficientemente preparados). Estabeleceu-se correlação positiva entre a preparação dos professores para o ambiente de aprendizagem mista e a passagem de cursos profissionais de desenvolvimento em TIC. 2021-12-08 2022-03-18T19:31:18Z 2022-03-18T19:31:18Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/15959 10.22633/rpge.v25i3.15959 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66297 eng https://periodicos.fclar.unesp.br/rpge/article/view/15959/12012 Copyright (c) 2021 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 25, n. 3, set./dez. (2021) - Em tradução e processamento (In translation and processing); 2241-2257 1519-9029 10.22633/rpge.v25i3 |
| spellingShingle | Pedagogy Blended learning Environment Pedagogía Aprendizaje combinado Entorno Pedagogia Aprendizagem mista Ambiente Chervonyi, Pavlo Alieksieieva, Svitlana Senchylo-Tatlilioglu, Nadiia Chastnyk, Oleksandr Diomidova, Nataliia Peculiarities of the higher education development in a blended learning environment |
| title | Peculiarities of the higher education development in a blended learning environment |
| title_full | Peculiarities of the higher education development in a blended learning environment |
| title_fullStr | Peculiarities of the higher education development in a blended learning environment |
| title_full_unstemmed | Peculiarities of the higher education development in a blended learning environment |
| title_short | Peculiarities of the higher education development in a blended learning environment |
| title_sort | peculiarities of the higher education development in a blended learning environment |
| topic | Pedagogy Blended learning Environment Pedagogía Aprendizaje combinado Entorno Pedagogia Aprendizagem mista Ambiente |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/15959 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66297 |