Implementation of Blended Learning during COVID-19
2. Description of Blended Learning
- Station rotation: Face-to-face and technology-based activities are alternated while students work in small groups. The teacher decides the content of the activity and gives the students a suitable tool.
- Lab rotation: Students are first taught by a teacher in a classroom and then work individually in a computer class to consolidate and build upon what they have already learned in class.
- Flipped: The student learns the theoretical material independently outside the classroom, deciding on how and when to learn. The classroom focuses on active learning, where the teacher encourages the students to clear their doubts and challenge their understanding.
- Individual rotation: Each student has a specific learning program, rotating through different activities based on their interests and abilities.
- Flexible: Students learn independently outside the classroom using online resources. Once in the classroom, they discuss what they have learned.
- Self-mix: Students choose the type of online learning they want to supplement the face-to-face classes with.
- Enriched virtual: Students mainly complete their learning online but spend several hours face-to-face with a teacher solving doubts and deepening their understanding of the concepts.
3. The Impact of Blended Learning in Higher Education
3.1. Pre-COVID-19 Period
3.2. COVID-19 Period
4. The Challenges and Opportunities of BL Implementation in Higher Education during the COVID-19 Period and Post-Pandemic
- The existing health situation does not seem to have altered the results obtained for BL from before the pandemic.
- The pandemic has accelerated the implementation of BL and has made it emerge as the future of universities for the globalization of teaching .
- Although the sudden implementation of BL has revealed the challenges that may ensue (infrastructure, lack of training, and digital divide), its positive contributions have been put into evidence (both in academic terms and resource management efficiency).
- BL is postulated as the first option to enrich the experience and effectiveness of student learning in new educational environments .
- The need to reach more students in the future while maintaining social experiences along the learning process makes BL the most viable option .
- The training of university faculty in the use of technology and in new teaching methodologies is the basis for the successful implementation of BL.
- Since BL is a broad concept, it is important to adopt a combination of technologies in or outside the classroom that best fits the needs of students and teachers.
- Prior research shows that the style of the teacher, the backgrounds of the students, and the subject in which the academic experience is measured can condition the results obtained .
- The efforts and the institutional will to implement this teaching model are necessary conditions for its correct development. BL is not about doing the same old things through a new medium .
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
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|Pre COVID-19 Period||COVID-19 Period|
|Academic experience||Student autonomy||Student autonomy||[7,17,19]|
|Greater performance||Greater performance||[14,18,19]|
|New teaching methods||New teaching methods||[7,25]|
|Technological experience||Lack of technological knowledge||Lack of technological knowledge||[14,21]|
|Acquisition of digital skills||Loss of privacy||[14,26]|
|Social experience||Greater communication||Greater communication||[7,9,28]|
|Problems of accessibility and equality||Favorable for students with mobility problems||[16,18]|
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Batista-Toledo, S.; Gavilan, D. Implementation of Blended Learning during COVID-19. Encyclopedia 2022, 2, 1763-1772. https://doi.org/10.3390/encyclopedia2040121
Batista-Toledo S, Gavilan D. Implementation of Blended Learning during COVID-19. Encyclopedia. 2022; 2(4):1763-1772. https://doi.org/10.3390/encyclopedia2040121Chicago/Turabian Style
Batista-Toledo, Santiago, and Diana Gavilan. 2022. "Implementation of Blended Learning during COVID-19" Encyclopedia 2, no. 4: 1763-1772. https://doi.org/10.3390/encyclopedia2040121