Abstract:

The Metropolitan Autonomous University (UAM) has turned 45 since it was founded, and is now entering into the formalization of alternative training modalities. Among the modalities that UAM has launched is a blended learning model.

Such a model considers learning as a process: of construction and appropriation of knowledge, social, incorporating practice, service-oriented, with physical and virtual presence, with activities relevant to the student, oriented to authentic activities and it implies the promotion of autonomy.

Blended learning has been instrumented as an alternative to face-to-face learning, intending to increase educational coverage with high quality and lower costs. Some authors suggest that it is an alternative with better results in higher education as compared to other methods. Such is the case of meta-analyses performed for this purpose (Bernard et al, 2014; Castro, 2019; Vo et al, 2017). Besides, in blended models students tend to persist in their study process (Shea and Bidjerano, 2010).

Blended learning is flexible, allows greater interaction, is more cost-effective, and could have pedagogical wealth (Hrastinski, 2019; Allen and Seaman, 2010; Asarta and Schmidt, 2015; Owston & York, 2018). The blended learning model applied in this study includes structural components such as the dimensions considered in the model, as well as the principles and the elements of the learning process; it also includes the theoretical aspects, where a blended learning theory is proposed, as well as some educational retention factors identified by the specialized literature in face to face and blended environments. Finally, the model includes a set of instrumentation levels, such as institutional, curriculum, course and activity levels.

The evaluation process of the pilot study includes a set of five assessment dimensions: sociodemographic factors, institutional support, course design, activity level and the opinions and perceptions of students and dropouts. An instrument was developed to fulfill this aim. We had a population of 55 students, in two study programs in the university: bachelor in administration and computer systems engineering. The resulting instrument has 50 items, and it was applied one week previous to conclude the school period.

Results indicate the importance of an alternative model that takes advantage of educational quality with lower costs and an increase in educational access. A blended model is considered to be the best option in this sense.

Keywords:

Blended learning, higher education, virtual modality.