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An Analysis of Contextual Characteristics for the Successful Design and Implementation of a Blended English Learning Program in a Higher Education Institution: A Possibility to Innovate
El análisis del contexto para el diseño e implementación exitoso de un programa de inglés en modalidad semipresencial en una institución de educación superior, una posibilidad de innovación
Palabras clave:
blended learning modality, needs analysis study, pedagogical innovation, qualitative and quantitative analysis of information (en)análisis cualitativo y cuantitativo, análisis de necesidades, innovación pedagógica, modalidad semipresencial (es)
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Innovations are usually associated with new technologies and applications. When it comes to teaching, the term pedagogical innovation is to introduce something new to improve learning and teaching conditions. This investigation seeks to analyze the characteristics of context to design and implement a pedagogical innovation that materializes into an English program in a blended learning modality. This is a needs analysis study that includes qualitative and quantitative types of information. The participants in the study are students, teachers, and administrative staff. This investigation employs questionnaires, in-depth interviews, and a focus group. The study concludes that to have a sustainable pedagogical innovation, the content should be based on the participants’ academic areas, and the pedagogical innovation should foster the development of critical thinking, academic skills, autonomy, and collaboration.
Usualmente la innovación se asocia a avances tecnológicos, pero cuando se trata de introducir algo nuevo para mejorar los procesos de enseñanza y aprendizaje, el término que se emplea es innovación pedagógica. Esta investigación busca identificar las características del contexto para diseñar e implementar una innovación pedagógica, que para este caso se trata del diseño de un programa de inglés en modalidad semipresencial (blended learning). Este estudio es un análisis de necesidades que emplea análisis cualitativo y cuantitativo de información. Los participantes en este estudio son estudiantes, profesores y personal administrativo y los instrumentos de recolección de información son cuestionarios, entrevistas a profundidad y un grupo focal. El estudio concluye que para tener una innovación pedagógica sostenible el contenido se debe alinear con las áreas de estudio de los participantes, se debe fomentar el desarrollo del pensamiento crítico, de las habilidades académicas, la autonomía y la colaboración.
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