Antecedents and Consequences of the University Professors’ Blended Teaching during the COVID-19 Pandemic

Fatemeh Moradi

doi:10.18172/con.5807

Autores/as

Fatemeh Moradi Yadegar-e-Imam Khomeini (RAH) Shahre Rey Branch, Islamic Azad University https://orcid.org/0000-0002-9043-0439

DOI:

https://doi.org/10.18172/con.5807

Palabras clave:

educación virtual, enseñanza presencial, enseñanza semipresencial, habilidades, desempeño

Resumen

La necesidad de la educación virtual en el contexto de la crisis del COVID-19 (debido a los problemas encontrados), las debilidades y fortalezas de este enfoque educativo durante este período, y la atención a la experiencia de los docentes en el enfoque educativo tradicional o, en otras palabras, presencial. La motivación y el objetivo del presente estudio son examinar los predictores y resultados del aprendizaje combinado en profesores universitarios. El método de investigación fue descriptivo-correlacional y se utilizó el método de análisis de ruta para estudiar más variables. La población estadística estuvo conformada por todos los profesores de la Universidad Islámica Azad. Esta investigación se realizó en el primer semestre del año académico 2021-2022. En consecuencia, se seleccionaron aleatoriamente 235 profesores universitarios. El cuestionario (diseñado por el investigador) fue completado en línea por los profesores, luego de explicarles los objetivos de la investigación y atraer su participación. Posteriormente, se utilizó el software SPSS 26 y Amos para analizar los datos recopilados. Los resultados mostraron que las actitudes y habilidades en la educación virtual se relacionan directamente con las habilidades y actitudes de la enseñanza combinada (blended learning). Asimismo, las habilidades en la enseñanza presencial se correlacionaron con las de la enseñanza combinada. Además, las actitudes y habilidades en la enseñanza combinada se relacionaron con el desempeño en la enseñanza presencial, y las habilidades en la enseñanza combinada se correlacionaron con el desempeño en la educación virtual. Por otra parte, las actitudes y habilidades en el aprendizaje electrónico (e-learning) se relacionaron directamente con el desempeño en el e learning, y las actitudes en la enseñanza presencial se correlacionaron con el desempeño en la enseñanza presencial.

En base a las explicaciones anteriores, se puede concluir que los profesores tienen una actitud positiva hacia la enseñanza combinada. En otras palabras, poseen habilidades suficientes en la instrucción virtual y son capaces de utilizar y generar contenido de cursos apropiado para que los estudiantes accedan a él en las materias relevantes. Además, son hábiles para evaluar el progreso de los estudiantes a lo largo del semestre utilizando nuevas tecnologías en un formato virtual.

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