Abstract:

A first approach to Blended-learning (B-learning) describes this methodology as one way of learning that combines classroom learning with the use of technology that allows non-contact teaching. The key idea of this methodology is the selection of appropriate means for every educational need. This methodology combines different methods and means of training to obtain an optimum training program for a particular audience. This concept includes a wide range of opportunities to present learning resources, and a greater flexibility on the communication channels between teacher and student, and between students themselves. In fact, one of the pillars of success of this methodology is based on interactive communication among participants.

The students can, if interested in an active part of their own learning process, select training resources in the different media, considering that these are the most convenient and appropriate to their personal situation. The teacher, in addition to planning the time of the subject, and carefully choose the materials to be used, shall at the same time, to guide the student in his new role as active learning, which will mean a greater involvement and responsibility on their own learning.

Self-regulate the learning consists of that the students plan and tracks their cognitive processes to successfully complete their academic tasks. This involves self-monitoring and self-correction of three general aspects of learning: their behaviour, their motivations and their cognitions.

The students must form a central part in their own academic development. In addition the students must integrate a multidisciplinary knowledge of their own discipline, with knowledge of other areas divergent, to acquire the generic skills that are vital for their future personal and professional development.

To provide at the student their future integration into labor market, is necessary to provide students with the necessary tools that allow to successfully completing this integration.

Employers expect students (future employees) in addition to acquiring knowledge (contents), also may obtain certain skills (abilities) and ways to address the professional tasks (attitudes). So, besides the specific skills of each degree, it is necessary to help students acquire the skills called generic.

A generic or transversal skill is one that is common to all professional profiles or disciplines, among them are the capacity for decision making by applying theoretical knowledge to practice, oral communication or active participation with the environment. A capability is the joint mobilization of concepts, skills and attitudes, which can be adapted to the reality that each new situation arises. It requires an adaptation of them by following a specific pathway for each situation, i.e. a strategy.

This work aims to analyze whether SRL strategies, implemented by students, when the teaching methodology used during the course is the B-learning, influences the development of certain generic skills.

Students who have participated in the study belong to three degrees of a Spanish public university. Students have been informed of the objectives of the study and voluntarily participated in it. Results show that SRL strategies developed by the students have a positive influence on the acquisition and building generic skills studied.

Keywords:

Self-regulated learning, b-learning, generic skills, transversal skills.