Open AccessBlended learning experience through projects
Author(s) -
Alma Delia Otero Escobar,
Elsa Suarez-Jasso,
Ramirez-Sanchez Jesus,
Mayra Minerva Mendez-Anota
Publication year - 2019
Publication title -
ecorfan journal republic of colombia
Language(s) - English
Resource type - Journals
ISSN - 2539-1372
DOI - 10.35429/ejc.2019.8.5.20.27
Subject(s) - blended learning , context (archaeology) , educational technology , collaborative learning , experiential learning , mathematics education , product (mathematics) , computer science , knowledge management , psychology , mathematics , paleontology , geometry , biology
This research applies the method of blended learning with project-based learning as a teaching strategy. The main objective was to identify the didactic contribution of the blended learning method through the solution of problems in a university context as mechanism to support the development of student competencies. The achievement of these competences was evaluated through face-to-face sessions and online interactions which sought to grant technological solutions to real organizations. Thus, through the Canvas model, the student carried out the creation of a business in a collaborative, distributed and integral manner as part of the educational experience called Technological Solutions applicable to organizations, taught at the Universidad Veracruzana in Mexico. The research question is: What is the didactic contribution of the blended learning method through problem solving in a university context? As a result of this mixed study, the contribution of the teacher is determined by coordinating, organizing, investigating and preparing the appropriate educational materials and technological resources for maximum use in student learning. A primary role of the teacher was to motivate the student to make a final product that can connect their educational activities with real-life situations.