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espanolEl objetivo de este trabajo es averiguar a partir de las experiencias y percepciones de profesores universitarios, las principales expectativas, actitudes, demandas, ventajas y desventajas de la aceptacion -y adopcion- de las metodologias de Blended Learning (BL) en la ensenanza superior. El trabajo empirico se realizo siguiendo un diseno metodologico mixto de tipo derivativo secuencial de equivalencia de status. La informacion cuantitativa fue recogida con un cuestionario, elaborado ad hoc, al que contestaron 980 profesores universitarios; de estos, 86 manifestaron de forma abierta su opinion sobre estas metodologias. Para integrar los resultados de los analisis CUANT-CUAL se realizo un analisis DAFO en el que se ponen de manifiesto, a juicio de los docentes participantes en el estudio, las debilidades, amenazas, fortalezas y oportunidades de la ensenanza B-learning, a nivel interno y externo de las instituciones universitarias EnglishThe objective of this work is to find out, through the experiences and perceptions of university teachers, what the main expectations, attitudes, demands, advantages and disadvantages of the acceptance -and adoption- of Blended Learning (BL) methodologies are in higher education. The empirical work was carried out following a mixed methodological design of sequential derivative type of status equivalence. The quantitative information was collected with an ad hoc questionnaire to which 980 university teachers replied; of these, 86 openly expressed their opinion about these methodologies. In order to integrate the results of the QUANT-QUAL analysis, a SWOT analysis was carried out in which university teachers expressed the weaknesses, threats, strengths and opportunities of Blended Learning at universities - at both an internal and external level.

Ejemplificación de metodología mixta para el análisis del uso de entornos blended learning en docentes universitarios