Profiling teaching staff using blended learning in their practices in higher education

ABSTRACT

This study addresses three issues linked to teaching practices in higher education and the implementation of teaching-learning methods in a changing context: (1) the profile of teachers using virtual platforms and blended learning (according to professional category, gender, teaching experience, and branch of knowledge), (2) the use of blended learning (according to the type of studies, number of students, and activities), and (3) the relationship between teachers’ instruction and the use of blended learning. A quantitative, descriptive-correlational design and a sample of 982 teachers at 35 Spanish public universities have revealed that the profile of the teaching staff using blended learning corresponds to those in the field of social sciences and law, with a stable professional category, who report using virtual means in support of face-to-face teaching. The results confirm the need for teacher training and the design of institutional plans for monitoring and subsequent support.

KEYWORDS:

• Blended learning
• higher education
• virtual platforms
• teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 The results obtained and presented here are part of a project financed by the Directorate General for Scientific and Technical Research at Spain’s Ministry of the Economy and Competitiveness (Dirección General de Investigación Científica y Técnica del Ministerio de Economía y Competitividad de España) called ‘Implementation of the Blended Learning Methodology in Higher Education: the process of adopting and disseminating Teaching Innovation’. Ref. EDU2015-67271-R.

2 Data retrieved from: http://estadisticas.mecd.gob.es/EducaJaxiPx/Datos.htm?path=/Universitaria/Personal/Curso%202017-2018/PDI//l0/&file=PDI0101.px&type=pcaxis

Additional information

Funding

This work was supported by the Ministerio de Economía y Competitividad [Ref. EDU2015-67271-R].

Notes on contributors

Sara Serrate-González

Sara Serrate González is a Doctorate with a European Mention from Salamanca University, a Degree in Social Education, a Degree in Psychopedagogy, a qualified expert in Education and Prevention in Matters of Domestic Abuse from the same university, with the award of the special degree prize (2010). She is currently working as Assistant Professor in the Department of Theory and History of Education at the Faculty of Social Sciences, as well as lecturing at the Faculties of Education and Law to undergraduates studying Social Work and Social Education, together with the Master’s on Advanced Studies in Education in the Global Society and Interdisciplinary Gender Studies. She has attended a number of national and international conferences and taught courses related to, among others, a social educator’s socio-educational involvement in emerging spaces. As a member of GIPEP, her research interests involve Social Pedagogy and Socio-educational Intervention, especially within the field of childhood in social and school settings. She also explores gender-related issues from her educational perspective, professional competencies, and adult education.

Patricia Torrijos-Fincias

Patricia Torrijos Fincias holds a Diploma in Social Education and a Degree in Psychopedagogy awarded in 2008. In 2010, she completed her Official Master’s in Teacher Training in the speciality of Educational Guidance at Salamanca University and her Master’s in Sexology, and Sexual Orientation and Guidance at Innaforem -the National Training and Consultancy Institute. In June 2016, she received her doctorate with an international mention and special prize. She is currently working as an Assistant Professor at the Faculty of Education, in the field of Didactics and School Organisation. In terms of her research profile, her investigations focus on Emotional Intelligence, training, and the development of emotional competencies.

Margarita González Sánchez

Margarita González Sánchez is a holder of a Doctorate in Education Sciences from Salamanca University. She is currently Associate Professor of Theory of Education and Social Pedagogy at the Faculty of Education, where she lectures undergraduates on Social Education and Pedagogy and teaches the Master’s on Advanced Studies in Education in the Global Society.

David Caballero Franco

David Caballero Franco is a Graduate in Pedagogy, with a Diploma in Social Education and a Master’s in “TIC en Educación: Análisis y diseño de procesos, recursos y prácticas formativas” [ICT in education: analysis and design of processes, resources and teaching practices] from Salamanca University, and a University Master’s in “Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas” [Training of Teachers in Compulsory and Voluntary Secondary Education, Occupational Training and Language Teaching] from Salamanca’s Pontifical University. He is currently Associate Lecturer in the Department of Theory and History of Education at the Faculty of Education at Salamanca University. Member of the research excellence group of the regional government, the Junta, of Castilla y León, Procesos, Espacios y Prácticas Educativas [Educational Processes, Areas and Practices] (GIPEP). Member of the project EDINSOST (Education and social innovation for sustainability.