ABSTRACT

This study addresses three issues linked to teaching practices in higher education and the implementation of teaching-learning methods in a changing context: (1) the profile of teachers using virtual platforms and blended learning (according to professional category, gender, teaching experience, and branch of knowledge), (2) the use of blended learning (according to the type of studies, number of students, and activities), and (3) the relationship between teachers’ instruction and the use of blended learning. A quantitative, descriptive-correlational design and a sample of 982 teachers at 35 Spanish public universities have revealed that the profile of the teaching staff using blended learning corresponds to those in the field of social sciences and law, with a stable professional category, who report using virtual means in support of face-to-face teaching. The results confirm the need for teacher training and the design of institutional plans for monitoring and subsequent support.

摘要

这项研究解决了与高等教育教学实践以及在不断变化的环境中实施教学方法相关的三个问题：（1）使用虚拟平台和混合学习的教师概况（根据专业类别，性别，教学经验和（2）混合学习的使用（根据学习类型，学生人数和活动），以及（3）教师教学与混合学习的使用之间的关系。定量的，描述性的相关设计和来自35个西班牙公立大学的982名教师的抽样调查表明，使用混合学习的教职员工与社会科学和法律领域的人员相对应，具有稳定的专业类别，他们使用虚拟方式报告以支持面对面的教学。结果证实了对教师培训的需求以及监测和后续支持的机构计划的设计。