Abstract:

The health crisis, due to the pandemic, we are currently experiencing has served to demonstrate the need to rethink relevant aspects of university teaching and student learning. The applied solution, in the first phase of the pandemic, was to develop all learning as online teaching. This is a temporary solution. Traditional universities cannot base their medium-long-term activity only on face-to-face teaching. One alternative that is being proposed in this second phase is the combination of face-to-face and non-face-to-face sessions (blended learning). This is the option chosen by many universities, such as the University of Girona. Thus, blended learning (b-learning) refers to the combination of face-to-face work (in the classroom), and online work (combining the Internet and digital media), where the student can control some factors such as place, time and workspace. Blended learning should not be only a learning method. It should also be understood as the efficient combination of different teaching-learning methods, teaching-learning models, onboarding courses and learning styles.

Among the academic centers of our university that are applying this methodology is the Polytechnic School. The members of the Educational Innovation group in Physics are designing and developing several activities based on blended learning. Following the protocols of the center, laboratory practices and classes (with small groups of students) of applied problems are carried out face-to-face. On the other hand, the most theoretical sessions are done online. The introduction of blended learning should be understood as an opportunity for teaching-learning innovation in university education. The new generation of students are yet digital natives. It is necessary to take advantage of the technological possibilities to make degrees and masters more attractive and dynamic. Especially considering the current context. At the same time, blended learning can favor the inclusion of groups with specific needs.

This study analyses the experience of the professors of the educational innovation group in Physics in subjects-courses of engineering studies. It also analyses the perspective of students (with aspects such as time management, their availability of technological resources, self-learning, self-regulation or teacher-student interaction). It is important the engagement of the students. The results will be compared with others already existing on this learning methodology and its specific application [1, 2]. The main question is: will blended learning become the future of education?

References:
[1] R. Rachmadtullah et al. Use of blended learning with moodle: study effectiviness in elementary school teacher evaluation students during the COVID-19 pandemic. International Journal of Advanced Science and Technology 29-7, 2020, 3272-3277.
[2] C. Dziuban et al. Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education. 15-3, 2018, 1-16.

Keywords:

Blended learning, covid, on-line, Physics.