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Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices
Análisis de necesidades para diseñar un programa de inglés en modalidad semipresencial: voces de profesores y administradores
DOI:
https://doi.org/10.15446/profile.v25n1.101316Keywords:
blended learning, English as a foreign language, needs analysis, program design, university curriculum (en)análisis de necesidades, aprendizaje semi-presencial, currículo universitario, diseño de programas, inglés como lengua extranjera (es)
This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students’ context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.
Este análisis de necesidades buscó identificar los requisitos para diseñar e implementar un programa de inglés en modalidad semipresencial en una universidad pública colombiana. Los datos sobre las percepciones de profesores y administradores —obtenidos mediante un cuestionario, entrevistas y grupos focales— se analizaron siguiendo la teoría fundamentada. Los hallazgos mostraron que es necesario invertir en nuevo personal e infraestructura tecnológica, considerar el contexto de los estudiantes para el diseño de programas de inglés en modalidad semipresencial y ofrecer oportunidades de desarrollo profesional en metodología y tecnología a profesores y estudiantes. Finalmente, el programa debe equilibrar la integración de las modalidades presencial y en línea. Esta investigación puede ayudar a los profesores de lenguas y diseñadores curriculares a crear programas semipresenciales contextualizados.
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