Abstract:

Blended learning has become a standardized modality, mainly in higher education. Its essential purpose is oriented to the generation of professional training opportunities for those who face limiting or vulnerable situations. The training modality, given the temporal-spatial flexibility, the tutorial nature, the intensive use of digital technologies, as well as the promotion of autonomy, are essential components for the successful acquisition of fundamental competencies. From this perspective, it is crucial to recognize and analyze the techno-pedagogical devices, both face-to-face and virtual, used in the formative experiences for the achievement of educational objectives, since they favor the collective construction of spaces for didactic interaction and participation for the production of meaning and, consequently, of learning. In order to recognize the importance of techno-pedagogical resources and tools, 38 thesis reports that address various educational processes from Blended Learning were analyzed. The theses correspond to the last 10 years, and have been retrieved from the National Repository of Research Papers (RENATI), through the Systematic Literature Review (SLR) method. The results of the analysis reveal that BL contributes significantly to the immersion in the socio-technological culture of the participants, making them literate in the uses of digital technology; likewise, the resources used respond to a growing interest in the application of collaborative methodologies and their adaptation to face-to-face and virtual scenarios. There is also evidence of a scarce tutorial accompaniment and inflexibility in the presentation of academic work, given the scarce involvement of teachers in online or virtual didactic activities; likewise, a low level of development of autonomy in learning is revealed, basically due to the insufficiency of didactic interactions in virtual spaces. Consequently, the training experiences analyzed are at an incipient level of integration of pedagogical and technological mediations, trying to overcome the face-to-face-virtual dichotomy, given the lags in terms of resources and state-of-the-art training means. Based on the findings, it will be possible to design training proposals more aligned with current demands.

Keywords:

Blended Learning, techno-pedagogical devices, upper education, training experiences, Peru