Abstract:

B-Learning is a potentially effective teaching model to deal with the new educational challenges in the digital age, since it combines face-to-face and virtual training actions, thus offering flexible training alternatives beyond the classroom. However, there are certain conditions linked, for example, to communication, design, training, etc... that limit the effectiveness of this methodology and require a comprehensive analysis. This study analyzes the advantages and disadvantages that teachers perceive from b-learning training on Collaborative Learning Methodologies through ICT. This training was intended for teachers of the high school and professional technical training modalities of the Dominican Republic. The training was designed from a series of previously detected training deficiencies collected through a questionnaire, some of which were related to the level of knowledge of collaborative tools, teaching conceptions about this teaching model, previous experiences, among others. A mixed methodology was adopted through two instruments. On the one hand, qualitative method was used to analyze the discussions in the forums and social networks, and on the other, the quantitative method was used to interpret the data from the evaluation questionnaire of the training action applied after the completion of it. Regarding the results, it is found that the teachers trained in these methodologies developed a set of competencies in the management of these tools and increased their interest in using Computer-Assisted Collaborative Learning for their teaching practices and professional development. However, it is perceived that not all reached the same skills, nor did they follow the same learning pace. Finally, it was concluded by showing several recommendations for the improvement of future B-learning training courses.

Keywords:

B-learning, Computer-Supported Collaborative Learning, Teacher Training, Continuous training, ICT.