Blended-learning model for university training. Application to technical degrees

Abstract

Here we formulate an innovative didactic model for autonomous blended-learning at the university, which includes structure, educational features of its elements and evaluation. Exemplified with a unit of mathematics and implemented through Moodle, the model is applied to technical university degrees and a control is undertaken regarding achievement of the contents and competences, reaching an average attainment of 70 % in both aspects evaluated. According to the assessment by consulting experts, the model is suited to its objectives. After an evaluation survey of the model, the participating students expressed great satisfaction with the resources used. The model promotes cognitive independence and autonomous work in students, shifting the role of the teacher in line with a future-oriented university.

Keywords

• modelización didáctica, aprendizaje semipresencial, innovación educativa, educación superior, enseñanza de las matemáticas