Abstract:

Right now the top-level education faces demanding challenges, especially in relation to the quality of teaching and learning offered in blenden learning, so it is necessary to continue with updates , modifications and proposed improvements to achieve the goals set by schools around the quality of learning . Through various studies it has been shown that the blenden learning is crucial in the construction of meaningful learning, which represents an interest in what related to the teaching-learning process in unconventional forms, mainly in blended learning. This work is presented based on this effect in constructivist theories of teaching and meaningful learning , which have considerable influence in education and through which the theoretical foundations that allow objects of this building is research. Similarly, it is based on the theory of technological mediation which ensures that learning is facilitated by mediation or interaction with others: dialogue, debate and negotiation strategies are enhancing learning. As such technology becomes not only a vehicle for evolution, but a catalyst for change. So that this research aims to understand the technology mediated strategies used by teachers in higher education in blenden learning, and their impact on student learning meaningful , which was carried out through a methodology of type mixed sequence ( qualitative and quantitative ). This study was conducted with teachers and higher education students in a mixed mode Centro Universitario de los Altos ( CUAltos ) of the University of Guadalajara (U de G), this work will be presented only the results of the quantitative part, for which were designed and validated two instrument, which gave the results in projecting the low impact these strategies have on meaningful student learning.

Keywords:

Blended learning, teaching strategies, technological mediation, meaningful learning.