Abstract
The adoption of Blended Learning has been growing actively in higher education across the world, becoming the new traditional model, or the new normality in the teaching-learning process, optimising the use of face-to-face and online environments. It is presented as a modality that is effective in the attainment of skills and academic results. This chapter presents a pedagogical Blended Learning model implemented ten years ago in higher education, which pedagogically structures the teaching-learning process surrounding face-to-face and online activities, articulated and sequenced in stages of increasing complexity, based on the contributions of various theories. The model promotes the prolongation of a face-to-face class with the use of technologies and technological platforms. The model’s activities offer various opportunities of guided coursework online and in-person with the purpose of developing increasing degrees of autonomy, with the student playing the role of an active protagonist and the teacher fulfils the double role of designer of learning situations and mediator, facilitator and manager. Planning outlines are offered in a B-Learning course and in the design of e-activities, as well as didactic and pedagogical suggestions for its implementation and progressive experience by the teacher.
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Vásquez Astudillo, M. (2020). The Blended Learning Pedagogical Model in Higher Education. In: Martín-García, A. (eds) Blended Learning: Convergence between Technology and Pedagogy. Lecture Notes in Networks and Systems, vol 126. Springer, Cham. https://doi.org/10.1007/978-3-030-45781-5_7
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