Universidad de Salamanca (SPAIN)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 3800-3808
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0964
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
The paper presents part of the ongoing results of the INNOVABLEND[1] project, in which some teachers from Salamanca University's Faculty of Education are working together with the objective of analysing the Blended Learning process in Spanish Universities.

Technology has changed the way in which we think, learn and behave. Both our society and learning environments are demanding more flexible structures. These changes have affected teaching and learning processes, forcing higher education institutions to adapt to these new phenomena in recent years. One of the many latest advances in new learning methodologies emerging in the educational field is Blended Learning. This methodology has managed to merge pedagogical and technological elements both online and in face-to-face environments, offering multiple options in the two settings, and the variety of situations where it can be used.

Technology has provided us with the use of a variety of resources, which not only allow us to develop different skills but also allow us to use them along with educational experiences. As professors and teachers, we have access to several resources such as digital platforms or tools characterised by their versatility and adaptation to diverse educational processes, educational needs and different features of each student.

Our proposal is based on analysing a set of tools that could be used within a B-Learning course in higher education. Seeking, analysing and selecting those that best suit the implementation of each of the three stages of the course process: course presentation, course development and final assessment. Taking their own characteristics into account, such as their availability, accessibility, design, interactivity between instructors and students and student cognitive skill development. First of all, at each stage we will show the versatility and adaptation of different technological resources which could be used to improve the learning experiences withing B-Learning methodologies. Due to these characteristics (versatility and adaptation) a single tool could be used in several stages but with different intentions. To conclude we will highlight the benefits of using these resources at every stage.

Our results supported the importance of knowing the broad range of resources available and knowing how - and in which moments - to use them whithin B-Learning instructional processes.

The paper and part of their ongoing results are financed by the Spanish Ministry of Economy and Innovation, under a project is entitled: Implementación de metodología Blended Learning en Educación Superior: proceso de adopción y difusión de innovación docente. Dirección General de Investigación y Proyectos de I+D+I, del programa estatal de investigación, desarrollo e innovación orientada a los retos de la sociedad. EDU2015-67271-R
b-learning, higher education, methodologies, tools.