Vicerrectorado de Apoyo a la Docencia y a la Investigación, Universidad Europea (SPAIN)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 560-567
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0227
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
During the last years, learning hybrid programs has become a trend in higher education (Cabero y Llorente, 2008) as they offer a personalized learning experience to the student by the combination of online and face-to-face formats (Osorio, 2011).

The pedagogical model to be used in this kind of programs must allow the blend of both environments (online and campus-based) in such a way that they will become complementary to each other (Duart et al., 2008). The model will also guarantee the development of student competences and support the teacher with flexibility in the teaching process. Flipped learning is the pedagogical approach that suits perfectly to these requirements as it allows the combination of online and face-to-face working sessions in the learning process.

The primary goal of this research is assessing the implementation of the pedagogical model (based on flipped learning) in blended courses, which are part of hybrid bachelor’s degree programs, designed and developed by Universidad Europea. The result of the assessment will show the rate of success of the case study and possible improvements in order to ensure an optimal experience in the teaching-learning process for both students and teachers.

The research methodology used in this study is a mixed method that integrates quantitative (survey) and qualitative (focus group) research for data collection and analysis. The samples under study are both students (n = 116) and teachers (n = 28) from 19 different subjects in 17 different bachelor’s degrees.

The main results extracted from the survey shows a global satisfaction with the pedagogical model used in blended bachelor courses of 3.1 out of 5 for teachers and 2.7 out of 5 for students.

The qualitative analysis shows that teachers have a positive perception of the model, even though they found some difficulties during the course. Teachers consider it provides more flexibility to students, course materials and resources are better structured and it empowers learner autonomy. In contrast, teachers declare to have dedicated more time to answer questions or doubts, and give feedback to students. In addition, they found some difficulties when applying methodologies normally used in face-to-face classes, as some of them need to be adapted to the blended environment.

On the other hand, student perception is not very positive, since they prefer to have the option to choose the format in which they will take the course. They believe that the blended model requires greater involvement and capacity for time management.

After assessment of the implementation of the pedagogical model, the main areas of improvement have been detected are:
(1) coordination between face-to-face and synchronous virtual sessions,
(2) decrease in the number of learning activities,
(3) training the teachers in active methodologies for hybrid learning environments, and
(4) communication of advantages and benefits of blended education to students.

This last topic is essential since students did not have the chance to choose the format of the courses and students enrolled on face-to-face programs had to take blended courses. This reason penalized the student satisfaction rate with this model.
Flipped learning, hybrid, pedagogical model.