Aproximación bibliométrica a los paradigmas teórico - pedagógicos sobre el modelo de Blended Learning
Fecha
2020
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación aborda los estudios sobre Blended Learning, que cuentan con aproximadamente treinta años, sugiriendo que es un término relativamente reciente en la literatura científica. Se han encontrado diversos estudios relacionados con la evolución del concepto y su aplicación como modelo en contextos educativos, principalmente universitarios. Sin embargo, existe una escasa producción investigativa en cuanto a los paradigmas teórico-pedagógicos que sustentan la convergencia de lo que hoy se conoce como Blended Learning. Además, se evidencian contradicciones entre investigadores respecto a los fines con los que fue introducido en el sector educativo: algunos sostienen que su propósito es práctico y económico, mientras que otros aseguran que este modelo garantiza la eficacia de los procesos de enseñanza-aprendizaje. Con el fin de llenar este vacío, se procedió a recolectar, sistematizar y analizar cuatro fuentes primarias para identificar los paradigmas que respaldan el carácter educativo del modelo Blended Learning y, a la vez, reconocer las tendencias presentes en los marcos teóricos de dichas fuentes, con el propósito de plantear una discusión y reflexión sobre los resultados obtenidos.
This research addresses studies on Blended Learning, which span approximately thirty years, suggesting that it is a relatively recent term in the scientific literature. Various studies have explored the evolution of the concept and its application as a model in educational contexts, mainly at the university level. However, there is limited research regarding the theoretical-pedagogical paradigms underpinning the convergence of what is today known as Blended Learning. Moreover, contradictions among researchers are evident concerning the purposes for which it was introduced in the educational sector: some claim its aim is practical and economic, while others argue that this model guarantees the effectiveness of teaching-learning processes. To fill this gap, four primary sources were collected, systematized, and analyzed to identify the paradigms supporting the educational nature of the Blended Learning model and to recognize trends within the theoretical frameworks of these sources, aiming to foster discussion and reflection on the findings.
This research addresses studies on Blended Learning, which span approximately thirty years, suggesting that it is a relatively recent term in the scientific literature. Various studies have explored the evolution of the concept and its application as a model in educational contexts, mainly at the university level. However, there is limited research regarding the theoretical-pedagogical paradigms underpinning the convergence of what is today known as Blended Learning. Moreover, contradictions among researchers are evident concerning the purposes for which it was introduced in the educational sector: some claim its aim is practical and economic, while others argue that this model guarantees the effectiveness of teaching-learning processes. To fill this gap, four primary sources were collected, systematized, and analyzed to identify the paradigms supporting the educational nature of the Blended Learning model and to recognize trends within the theoretical frameworks of these sources, aiming to foster discussion and reflection on the findings.
Descripción
Palabras clave
Enseñanza a distancia, Bibliometría, Enseñanza asistida por computadora, Internet en la enseñanza, Educación
Citación
Bravo, M. (2020). Aproximación bibliométrica a los paradigmas teórico –pedagógicos sobre el modelo de Blended Learning [Trabajo de investigación de bachillerato, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional. https://hdl.handle.net/20.500.12833/2255