Revisión sistemática de la literatura sobre el impacto de la Enseñanza Híbrida en la promoción del compromiso y autonomía de los estudiantes: hallazgos y recomendaciones
DOI:
https://doi.org/10.5753/rbie.2024.3284Keywords:
Revisión sistemática de la literatura, Enseñanza híbrida, Participación y autonomía de los estudiantes, Recomendaciones para profesores, Metodologías activasAbstract
La educación se ha transformado debido a la inserción de las Tecnologías de comunicación e información (TIC) dentro del ambiente escolar. Entre las metodologías utilizadas por los educadores ha sido el Enseñanza Híbrida que posibilita una mayor flexibilidad, autonomía y engajamiento de los discentes. En este trabajo realizamos una revisión de la literatura con el fin de entender mejor cómo la aplicación del Enseñanza Híbrida puede contribuir a la autonomía y engajamiento de los alumnos, así como si produce un aprendizaje más significativo para los estudiantes. En nuestra investigación, se evaluaron 21 artículos publicados en la última década, siendo el 50% publicados en el año 2022, el 30% de los artículos fueron publicados en 2021 y el 20% fueron publicados entre los años 2015 y 2020, lo que nos permitió tener una visión crítica más reciente de la literatura. Los autores evaluaron de forma general el uso del Enseñanza Híbrida de manera positiva en relación al engajamiento, autonomía y aprendizaje más significativo de los estudiantes. Los estudios demostraron que la inclusión de tecnología en el aula, como Moodle, Teams, Zoom, Kahoot y Canvas, puede mejorar la interacción entre el profesor y el alumno. Además, la construcción de escenarios envolventes de aprendizaje, el apoyo y la interacción con los alumnos y el estímulo a la realización de actividades semanales fueron factores cruciales para el éxito en la enseñanza híbrida. Sin embargo, la revisión también reveló limitaciones, como un número limitado de estudios de países de América del Sur y la falta de estandarización en la definición de enseñanza híbrida. Los hallazgos permitieron la creación de una guía con recomendaciones para los profesores sobre el uso del enseñanza híbrida, y sugieren que el enseñanza híbrida tiene el potencial de mejorar el envolvimiento y la autonomía del alumno.
Descargas
Citas
Abdul Rahim, R., Kalaichelven, J., & Ibrahim, R. (2022). Measuring User Experience of Blended Learning Application: A Case Study of Higher Education. 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E), 274–279. https://doi.org/10.1145/3514262.3514284. [GS Search].
Adams, D., Tan, M. H. J., & Sumintono, B. (2020). Students’ readiness for blended learning in a leading Malaysian private higher education institution. Interactive Technology and Smart Education, 18(4), 515–534. https://doi.org/10.1108/ITSE-03-2020-0032. [GS Search].
Agustina, M., & Purnawarman, P. (2020). Investigating learners’ satisfaction utilizing google classroom as online formative feedback tool. 2020 6th International conference on education and technology (ICET), 26–31. https://doi.org/10.1109/ICET51153.2020.9276616. [GS Search].
Ahlin, E. M. (2020). A mixed-methods evaluation of a hybrid course modality to increase student engagement and mastery of course content in undergraduate research methods classes. Journal of Criminal Justice Education, 32(1), 22–41. https://doi.org/10.1080/10511253. [GS Search].
Ahmed, A., Amin, S. B., McCarthy, G., Khan, A. M., & Nepal, R. (2022). Is blended learning the future of education? Students perspective using discrete choice experiment analysis. Journal of University Teaching & Learning Practice, 19(3), 06. [GS Search].
Argyriou, P., Benamar, K., & Nikolajeva, M. (2022). What to Blend? Exploring the relationship between student engagement and academic achievement via a blended learning approach. Psychology Learning & Teaching, 21(2), 126–137. [GS Search].
Avramenko, B. V., Buzdugan, O. A., Myrkovich, I. L., Oskina, N. O., & Stryga, E. (2021). Organization of Individual Work of Students in Blended Learning of Foreign Languages at Higher Educational Institutions. REVISTA GEINTEC-GESTAO INOVACAO E TECNOLOGIAS, 11(3), 930–944. [GS Search].
Bacich, L., Neto, A. T., & de Mello Trevisani, F. (2015). Ensino hıbrido: personalização e tecnologia na educação. Penso Editora. [GS Search].
Benítez-Sillero, J. d. D., Corredor-Corredor, D., Córdoba-Alcaide, F., & Calmaestra, J. (2021). Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study. Physical Education and Sport Pedagogy, 26(1), 36–50. https://doi.org/10.1080/17408989.2020.1799968. [GS Search].
Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27(9), 12337–12361. https://doi.org/10.1007/s10639-022-11125-1. [GS Search].
Chua, K., & Islam, M. (2021). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4), 289–315. https://doi.org/10.1177/0306419019838335. [GS Search].
Cui, Y., Zhao, G., & Zhang, D. (2022). Improving students’ inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4), 1049–1068. https://doi.org/10.1111/bjet.13184. [GS Search].
Darmawan, I., Wirastuti, N., Nilakusmawati, D., Raharja, M., et al. (2021). The effectiveness of the blended learning approach in algorithm and programming courses. Journal of Physics: Conference Series, 1722(1), 012104. [GS Search].
de Brito Lima, F., Lautert, S. L., & Gomes, A. S. (2022). Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios. Computers & Education, 191, 104625. https://doi.org/10.1186/s12909-022-03676-1. [GS Search].
de Freitas Vieira, M., & da Silva, C. M. S. (2020). A Educação no contexto da pandemia de COVID-19: uma revisão sistemática de literatura. Revista Brasileira de Informática na Educação, 28, 1013–1031. http://dx.doi.org/10.5753/rbie.2020.28.0.1013.
de Oliveira Alves, M., Medeiros, F. P. A., & Melo, L. B. (2020). Levantamento do Estado da Arte sobre Aprendizagem baseada em Problemas na Educação a Distância e Híbrida. Anais do XXXI Simpósio Brasileiro de Informática na Educação, 61–71. https://doi.org/10.5753/ cbie.sbie.2020.61.
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. Second handbook of English language teaching, 719–736. https://doi.org/10.1007/978-3-030-02899-2_36. [GS Search].
Etom, R., Pabatang Jr, O., Dapanas, K., Consolacion, R., Iniego, J., Jumao-as, A., Pabua, A., & Tee, K. (2021). The use of elearning tools in blended learning approach on students’ engagement and performance. Journal of Physics: Conference Series, 1835(1), 012075. GS Search. [GS Search].
Fabbri, S., Silva, C., Hernandes, E., Octaviano, F., Di Thommazo, A., & Belgamo, A. (2016). Improvements in the StArt tool to better support the systematic review process. Proceedings of the 20th international conference on evaluation and assessment in software engineering, 1–5. [GS Search].
Fabbri, S. C., Hernandes, E. M., Di Thommazo, A., Belgamo, A., Zamboni, A., & Silva, C. (2012). Managing Literature Reviews Information through Visualization. ICEIS (2), 36–45. https: //doi.org/10.5220/0004004000360045. [GS Search].
Fola-Adebayo, T. J. (2019). Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills. Reading & Writing-Journal of the Reading Association of South Africa, 10(1), 1–9. [GS Search].
Galvão, T. F., Pansani, T. d. S. A., & Harrad, D. (2015). Principais itens para relatar Revisões sistemáticas e Meta-análises: A recomendação PRISMA. Epidemiologia e serviços de saúde, 24, 335–342. [GS Search].
Gede Sudirtha, I., Wayan Widiana, I., Setemen, K., Sukerti, N. W., Widiartini, N. K., & Santiyadnya, N. (2022). The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills. International Journal of Emerging Technologies in Learning, 17(6). [GS Search].
Hernandes, E., Zamboni, A., Fabbri, S., & Thommazo, A. D. (2012). Using GQM and TAM to evaluate StArt-a tool that supports Systematic Review. CLEI Electronic Journal, 15(1), 3–3. [GS Search].
Indriyanti, N., Yamtinah, S., & Muawiyah, D. (2020). An Inquiry into Students’ Metacognition and Learning Achievement in a Blended Learning Design. International Journal of Emerging Technologies in Learning (iJET), 15(21), 77–88. [GS Search].
Kandlhofer, M., & Steinbauer, G. (2016). Evaluating the impact of educational robotics on pupils’ technical-and social-skills and science related attitudes. Robotics and Autonomous Systems, 75, 679–685. https://doi.org/10.1016/j.robot.2015.09.007. [GS Search].
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and software technology, 51(1), 7–15.https://doi.org/10.1016/j.infsof.2008.09.009. [GS Search].
Kundu, A., Bej, T., & Rice, M. (2021). Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1), 1201–1220. [GS Search].
Lima, D. A., Zati, A. F., & Silva, E. C. (2017). Análise de dados no google classroom para auxiliar na diminuiçao do distanciamento transacional nas disciplinas da área de lnformática. TISE Conferência Internacional sobre Informática na Educaçao, 468–473. [GS Search].
Lima, D. A., & Isotani, S. (2022). Systematic map and review of Google Classroom usage during the Covid-19 pandemic: an analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30, 20–49. https://doi.org/10.5753/rbie.2022.2204. [GS Search].
MacDonald, J. (2017). Blended learning and online tutoring: Planning learner support and activity design. Routledge. [GS Search].
Moran, J. (2015). Educação híbrida: um conceito-chave para a educação, hoje. Ensino híbrido: personalização e tecnologia na educação. Porto Alegre: Penso, 27–45. [GS Search].
Moran, J. (2018). Metodologias ativas para uma aprendizagem mais profunda. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Porto Alegre: Penso, 02–25. [GS Search].
Phelps, C., & Moro, C. (2022). Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses. Journal of University Teaching & Learning Practice, 19(3), 08. [GS Search].
Roseth, C., Akcaoglu, M., & Zellner, A. (2013). Blending synchronous face-to-face and computersupported cooperative learning in a hybrid doctoral seminar. https://doi.org/10.1007/s11528-013-0663-z. [GS Search].
Sarıtepeci, M., & Çakır, H. (2015). The Effect of Blended Learning Environments on Student Motivation and Student Engagement: A Study on Social Studies Course. Education & Science/Egitim ve Bilim, 40(177). [GS Search].
Sendacz, N., Isotani, S., & Lima, D. A. (2023). Literature review on technologies and games that motivated people to practice physical activity during the pandemic. RENOTE, 20(2), 280–289. https://doi.org/10.22456/1679-1916.129183. [GS Search].
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. ed.1233. [GS Search].
Shen, J., Qi, H., Chen, Y., Mei, R., Sun, C., & Wang, Z. (2022). Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03676-1. [GS Search].
Soares, E. A., & Vieira, F. M. S. (2021). Espaços de Convivência Híbridos: Possibilidades para a Compreensão Leitora de Infográficos. Revista Brasileira de Informática na Educação, 29, 563–575. http://dx.doi.org/10.5753/rbie.2021.29.0.563. [GS Search].
Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students’ engagement in different STEM learning environments: integrated STEM education as promising practice? International Journal of Science Education, 41(10), 1387–1407. https://doi.org/10.1080/09500693.2019.1607983. [GS Search].
Syafril, S., Latifah, S., Engkizar, E., Damri, D., Asril, Z., Yaumas, N. E., et al. (2021). Hybrid learning on problem-solving abiities in physics learning: A literature review. Journal of Physics: Conference Series, 1796(1), 012021. https://doi.org/10.1080/09500693.2019.1607983. [GS Search].
Uz Bilgin, C., & Gul, A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends, 64(1), 124–136. https://doi.org/10.1007/s11423-013-9289-2. [GS Search].
Valente, J. A. (2015). O ensino híbrido veio para ficar. Ensino híbrido: personalização e tecnologia na educação. Porto Alegre: Penso, 13–17. [GS Search].
Wong, R. (2022). Basis psychological needs of students in blended learning. Interactive Learning Environments, 30(6), 984–998. https://doi.org/10.1080/10494820.2019.1703010. [GS Search].
Yang, C. C., & Ogata, H. (2022). Personalized learning analytics intervention approach for enhancing student learning achievement and behavioral engagement in blended learning. Education and Information Technologies, 1–20. https://doi.org/10.1007/s10639-022-11291-2. [GS Search].
Archivos adicionales
Published
Cómo citar
Issue
Section
Licencia
Derechos de autor 2024 Franciely Pereira Moreira, Danielli Araújo Lima
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
