Blended Learning: ¿es importante la presencialidad en programas de formación online?

Cintia Pla-García, David Roman-Coy, Enric Serradell-Lopez

Resumen


Numerosas investigaciones muestran los beneficios de combinar metodologías presenciales y virtuales en la educación superior. En este artículo se desarrolla el marco teórico para identificar aspectos relevantes en programas combinados de educación superior, que involucran la incorporación de metodologías presenciales en programas predominantemente en línea. El análisis de la literatura revela que la incorporación de módulos presenciales en el diseño curricular de programas en línea tiene un impacto positivo en diversos factores como la confianza mutua, la cohesión entre los participantes y la motivación grupal, al influir en las relaciones interpersonales y fortalecer el sentimiento de pertenencia al colectivo, proporcionando un impacto positivo en la satisfacción general y la reducción de tasas de abandono.


Texto completo:

PDF

Referencias


Ahmed, A.; Siantonas, G.; Siantonas, N. (2017). The 13 key performance indicators for highly effective teams. Chapter 5. Concept and theory. Londres: Routledge. doi:10.4324/9781351280044.

Alexander, S. (1999). An evaluation of innovative projects involving communication and information technology in higher education. Higher Education Research & Development, 18(2), 173-183. doi:10.1080/0729436990180202.

Ali, A.; Khan, R. M. I.; Alouraini, A. (2023). A Comparative Study on the Impact of Online and Blended Learning. SAGE Open, 13(1), 21582440231154417. doi:10.1177/21582440231154417.

Almufarreh, A.; Arshad, M.; Mohammed, S. H. (2021). An efficient utilization of blackboard ally in higher education institution. Intelligent Automation & Soft Computing, 29(1). doi:10.32604/iasc.2021.017803.

Anthony, B.; Kamaludin, A.; Romli, A.; Raffei, A. F. M.; Phon, D. N. A. E.; Abdullah, A.; Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 1-48. doi:10.1007/s10758-020-09477-z.

Arthur, M. B.; Rousseau, D. M. (2001). New Organizational Era. The boundaryless career: A new employment principle for a new organizational era, 370. doi:10.2307/259107.

Avolio, B. (1999). Full leadership development: building the vital forces in organizations. Thousand Oaks, CA: Sage Publications.

Babbie, E. R. (2016). The practice of social research. 14th. Edition Cengage learning.

Bali, S.; Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. In Journal of Physics: Conference Series, 1108 (1), p. 012094. IOP Publishing. doi:10.1088/1742-6596/1108/1/012094.

Barreto, A. (2020). The importance of internal communication and teamwork in higher education institutions (literature review). IJRAR-International Journal of Research and Analytical Reviews, 7(2), 134-145.

Battin, R. D.; Crocker, R.; Kreidler, J.; Subramanian, K. (2001). Leveraging resources in global software development. IEEE software, 18(2), 70-77. doi:10.1109/52.914750.

Bayraktar, E.; Tatoglu, E.; Zaim, S. (2008). An instrument for measuring the critical factors of TQM in Turkish higher education. Total Quality Management & Business Excellence, 19(6), 551-574. doi:10.1080/14783360802023921.

Beatty, B. J. (2022). Hybrid-Flexible Course Design Implementing student-directed hybrid classes. Ed Tech Books.org. doi:10.59668/33.

Behl, A.; Jayawardena, N.; Pereira, V.; Islam, N.; Del Giudice, M.; Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445. doi:10.1016/j.techfore.2021.121445.

Bellaaj, M; Zekri, I.; Albugami, M. (2015). The continued use of e-learning system: An empirical investigation using UTAUT model at the University of Tabuk. Journal of Theoretical & Applied Information Technology, 72(3).

Besser, T. L. (1995). Rewards and organizational goal achievement: A case study of Toyota Motor Manufacturing in Kentucky. Journal of Management Studies, 32(3), 383-399. doi:10.1111/j.1467-6486.1995.tb00781.x.

Bishop, J.; Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200). doi:10.18260/1-2--22585.

Bradner, E.; Mark, G. (2002). Why distance matters: effects on cooperation, persuasion and deception. In Proceedings of CSCW’02. ACM, New York, CSCW’02, 226-235. doi:10.1145/587078.587110.

Bravo, R.; Catalán, S.; Pina, J. M. (2019). Analysing teamwork in higher education: An empirical study on the antecedents and consequences of team cohesiveness. Studies in Higher Education, 44 (7), 1153-1165. doi:10.1080/03075079.2017.1420049.

Breuer, C.; Hüffmeier, J.; Hibben, F.; Hertel, G. (2020). Trust in teams: A taxonomy of perceived trustworthiness factors and risk-taking behaviors in face-to-face and virtual teams. Human Relations, 73(1), 3-34. doi:10.1177/0018726718818721.

Brusoni, M.; Damian, R.; Sauri, J. G.; Jackson, S.; Kömürcügil, H.; Malmedy, M.; Zobel, L. (2014). The concept of excellence in higher education. European Association for Quality Assurance in Higher Education. Occasional Paper, 20, 1-44. doi:10.13140/RG.2.1.2146.7683.

Buhl-Wiggers, J.; Kjærgaard, A.; Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151-173. doi:10.1080/03075079.2022.2123911.

Buzaglo, G.; Wheelan, S. A. (1999). Facilitating work team effectiveness: Case studies from Central America. Small group research, 30(1), 108-129. doi:10.1177/104649649903000106.

Carter, I.; Damianakis, T.; Munro, S.; Skinner, H.; Matin, S.; Nash Andrews, T. (2018). Exploring online and blended course delivery in social group work. Journal of Teaching in Social Work, 38(5), 486-503. doi:10.1080/08841233.2018.1523824.

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. doi:10.1007/s10639-019-09886-3.

Cheng, X.; Yin, G.; Azadegan, A.; Kolfschoten, G. (2016). Trust evolvement in hybrid team collaboration: A longitudinal case study. Group Decision and Negotiation, 25, 267-288. doi:10.1007/s10726-015-9442-x.

Clampitt, P. G.; DeKoch, R. J.; Cashman, T. (2000). A strategy for communicating about uncertainty. Academy of Management Perspectives, 14(4), 41-57. doi:10.5465/ame.2000.3979815.

Clements, A.; Darroch, P. I.; Green, J. (2017). Snowball Metrics–providing a robust methodology to inform research strategy–but do they help?. Procedia Computer Science, 106, 11-18. doi:10.1016/j.procs.2017.03.003.

Crawford, K.; Gordon, S.; Nicholas, J.; Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 393-468. doi:10.1016/S0959-4752(98)00005-X.

Cundill, G.; Harvey, B.; Tebboth, M.; Cochrane, L.; Currie-Alder, B.; Vincent, K.; Lawn, J.; Nicholls, R. J.; Scodanibbio, L.; Prakash, A. (2019). Large-scale transdisciplinary collaboration for adaptation research: Challenges and insights. Global Challenge, 3 (4), 1700132. doi:10.1002/gch2.201700132.

Costa, A. C. (2003). Work team trust and effectiveness. Personnel Review, 32, 605-622. doi:10.1108/00483480310488360.

Costa, A. M.; Escaja, N.; Fité, C.; González, M.; Madurga, S.; Fuguet, E. (2023). Problem-Based Learning in Graduate and Undergraduate Chemistry Courses: Face-to-Face and Online Experiences. Journal of Chemical Education, 100(2), 597-606. doi:10.1021/acs.jchemed.2c00741.

DeOrtentiis, P. S.; Summers, J. K.; Ammeter, A. P.; Douglas, C.; Ferris, G. R. (2013). Cohesion and satisfaction as mediators of the team trust - team effectiveness relationship: An interdependence theory perspective. Career Development International, 18(5), 521-543. doi:10.1108/CDI-03-2013-0035.

Dexter, S.; Clement, D.; Moraguez, D.; Watson, G. S. (2020). (Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation. Journal of Research on Leadership Education, 15(3), 173-191. doi:10.1177/1942775120936299.

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54, 350-359. doi:10.1016/j.compedu.2009.08.012.

Dubé, L.; Robey, D. (2009). Surviving the paradoxes of virtual teamwork. Information Systems Journal, 19(1), 3-30. doi:10.1111/j.1365-2575.2008.00313.x.

Dziuban, C. D.; Hartman, J. L.; Moskal, P. D. (2004). Blended learning. EDUCAUSE Research Bulletin, 7, 1-12.

Farhadi. (2019). The sky’s the limit: on the impossible promise of e-learning in the Toronto District School Board. (Doctoral dissertation), University of Toronto, USA. (https://bit.ly/3oKXAuq).

Fish, L. A.; Snodgrass, C. R. (2022). Differences in Business Student Perceptions of Online versus Face-to-Face Education: Undergraduate Class Rank and Major and Graduate Degree Program. doi:10.15239/j.brcacadjb.2022.12.01.wa08.

Flavian, C.; Guinalíu, M.; Jordan, P. (2019). Antecedents and consequences of trust on a virtual team leader. European Journal of Management and Business Economics, 28(1), 2-24. doi:10.1108/EJMBE-11-2017-0043.

Fransen, J.; Kirschner, P. A.; Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103-1113. doi:10.1016/j.chb.2010.05.017.

Garrison, D. R.; Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. doi:10.1002/9781118269558.

Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221-244. (https://bit.ly/42cWaXs).

Geiger, R. L. (2004). Knowledge and money: Research universities and the paradox of the marketplace. Stanford University Press. doi:10.1515/9780804767330.

Geister, S.; Konradt, U.; Hertel, G. (2006). Effects of process feedback on motivation, satisfaction, and performance in virtual teams. Small group research, 37(5), 459-489. doi:10.1177/1046496406292337.

Gibson, C. B.; Huang, L.; Kirkman, B. L.; Shapiro, D. L. (2014). Where global and virtual meet: the value of examining the intersec-tion of these elements in twenty-first-century teams. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 217-244 doi:10.1146/annurev-orgpsych-031413-091240.

Glazer, F. S. (2012). Blended learning: Across the disciplines, across the academy. Sterling, VA: Stylus.

González-Villa, A.; Regueira, U.; Gewerc, A. (2022). Hacia la enseñanza en línea. Estudio mixto de una reestructuración metodológica en pandemia. Campus Virtuales, 11(2), 21-37. doi:10.54988/cv.2022.2.973.

Goodman, L. A. (1961). Snowball sampling. The annals of mathematical statistics, 148-170. doi:10.1214/aoms/1177705148.

Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.

Gruber, T.; Fuß, S.; Voss, R.; Gläser‐Zikuda, M. (2010). Examining student satisfaction with higher education services: Using a new measurement tool. International journal of public sector management, 23(2), 105-123. doi:10.1108/09513551011022474.

Holmstrom, H.; Conchúir, E. Ó.; Agerfalk, J.; Fitzgerald, B. (2006). Global software development challenges: A case study on temporal, geographical and socio-cultural distance. In 2006 IEEE International Conference on Global Software Engineering (ICGSE'06) (pp. 3-11). doi:10.1109/ICGSE.2006.261210.

Jayawardena (2020). The e-learning persuasion through gamification: an elaboration likelihood model perspective. Young Consum, 22(3), 480-502. doi:10.1108/YC-08-2020-1201.

Johnson, S. K.; Bettenhausen, K.; Gibbons, E. (2009). Realities of working in virtual teams: affective and attitudinal outcomes of using computer-mediated communication. Small Group Research, 40(6), 623-649. doi:10.1177/1046496409346448.

Jony, A. I.; Serradell-López, E. (2021). An Evaluation of Virtual Teamwork Model in Online Higher Education. In Research and Innovation Forum 2020: Disruptive Technologies in Times of Change (pp. 199-216). Springer International Publishing. doi:10.1007/978-3-030-62066-0_16.

Kahle, L. R. (1994). Book Review: Marketing Research: An Applied Orientation.

Kashefi, H.; Ismail, Z.; Yusof, Y. M. (2012). The impact of blended learning on communication skills and teamwork of engineering students in multivariable calculus. Procedia-Social and Behavioral Sciences, 56, 341-347. doi:10.1016/j.sbspro.2012.09.662.

Kemp, N.; Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278. doi:10.3389/fpsyg.2014.01278.

Khan, S.; Mashikhi, L. S. (2017). Impact of teamwork on employees performance. International Journal of Education and Social Science, 4(11), 14-22.

Kiesler, S.; Cummings, J. N. (2002). What do we know about proximity and distance in work groups? A legacy of research. Distributed work, 1, 57-80.

Koohang, A.; Durante, A. (2003). Learners’ perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model. Journal of Informational Technology Education, 105-11. doi:10.28945/316.

Koohang, A.; Britz, J.; Seymour, T. (2006). Panel Discussion Hybrid/Blended Learning: Advantages, Challenges, Design, and Future Directions. In Proceedings of the 2006 Informing science and IT education joint conference (pp. 155-157).

Kukulska-Hulme, A.; Bossu, C.; Charitonos, K.; Coughlan, T.; Ferguson, R.; Fitzgerald, E.; Gaved, M.; Guitert, M.; Herodotou, C.; Maina, M.; Prieto-Blázquez, J.; Rienties, B.; Sangrà, A.; Sargent, J.; Scanlon, E.; Whitelock, D. (2022). INNOVATING PEDAGOGY 2022 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. (https://bit.ly/3MAKjwy).

LePine, J. A.; Piccolo, R. F.; Jackson, C. L.; Mathieu, J. E.; Saul, J. R. (2008). A meta-analysis of teamwork processes: Test of a multidimensional model and relationships with team effectiveness criteria. Personnel Psychology, 61(2), 273-307. doi:10.1111/j.1744-6570.2008.00114.x.

Liu, X.; Magjuka, R. J.; Bonk, C. J.; Lee, S. H. (2007). Does sense of community matter? An examination of participants' perceptions of building learning communities in online courses. Quarterly Review of Distance Education, 8(1), 9-24.

López-Pérez, M. V.; Pérez-López, M. C.; Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826. doi:10.1016/j.compedu.2010.10.023.

Marlow, S. L.; Lacerenza, C. N.; Salas, E. (2017). Communication in virtual teams: a conceptual framework and research agenda. Human Resource Management Review, 27(4), 575-589. doi:10.1016/j.hrmr.2016.12.005.

Martin, F.; Polly, D.; Ritzhaupt, A. (2020). Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning. (https://bit.ly/3OHgLzV).

Martins, L.; Gilson, L.; Maynard, M. (2004). Virtual teams: What do we know and where do we go from here?. Journal of Management, 30, 805-835. doi:10.1016/j.jm.2004.05.002.

Mather, M.; Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.

McCallin, A.; McCallin, M. (2009). Factors influencing team working and strategies to facilitate successful collaborative teamwork. New Zealand Journal of Physiotherapy, 37(2), 61-68.

McEwan, D.; Ruissen, G. R.; Eys, M. A.; Zumbo, B. D.; Beauchamp, M. R. (2017). The effectiveness of teamwork training on teamwork behaviors and team performance: a systematic review and meta-analysis of controlled interventions. PloS one, 12(1), e0169604. doi:10.1371/journal.pone.0169604.

McPherson, M.; Nunes, M. B. (2004). The failure of a virtual social space (VSS) designed to create a learning community: Lessons learned. British Journal of Educational Technology, 35(3), 305-321. doi:10.1111/j.0007-1013.2004.00391.x.

Min, W.; Yu, Z. (2023). A Systematic Review of Critical Success Factors in Blended Learning. Education Sciences, 13(5), 469. doi:10.3390/educsci13050469.

Mitchell, P.; Forer, P. (2010). Blended learning: the perceptions of first-year geography students. Journal of Geography in Higher Education, 34(1), 77-89. doi:10.1080/03098260902982484.

Mitchell, A.; Honore, S. (2007). Criteria for successful blended learning. Industrial and Commercial Training, 39 (3), 143-149. doi:10.1108/00197850710742243.

Mora-Cruz, A.; Palos-Sánchez, P. R.; Murrell-Blanco, M. (2023). Plataformas de aprendizaje en línea y su impacto en la educación universitaria en el contexto del CoVId-19. Campus Virtuales, 12(1), 53-66. doi:10.54988/cv.2023.1.1005.

Morrison-Smith, S.; Ruiz, J. (2020). Challenges and barriers in virtual teams: a literature review. SN Applied Sciences, 2(6), 1-33. doi:10.1007/s42452-020-2801-5.

Namyssova, G.; Tussupbekova, G.; Helmer, J.; Malone, K.; Mir, A.; Jonbekova, D. (2019). Challenges and benefits of blended learning in higher education. (https://bit.ly/3WB3niR).

Norberg, A.; Dziuban, C. D.; Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207-216. doi:10.1108/10748121111163913.

Ocker, R.; Yaverbaum, G. (1999). Asynchronous computer-mediated communication versus face-to-face collaboration: Results on student learning, quality and satisfaction. Group Decision and Negotiation, 8, 427-440. doi:10.1023/A:1008621827601.

Oliver, M.; Trigwell, K. (2005). Can 'blended learning' be redeemed?. E-learning and Digital Media, 2(1), 17-26. doi:10.2304/elea.2005.2.1.17.

Orr, J. (2018). A descriptive qualitative study of gamification application techniques in online instructional development. (Doctoral dissertation), University of Phoenix ProQuest Dissertations Publishing. (https://bit.ly/43cMY6A).

Osborn, D; Moran, L (2000). The new-self directed work teams. Blacklick, Ohio.

Panopto (2021). Blended Learning, Hybrid Learning, The Flipped Classroom… What's the Difference?. (https://bit.ly/3IMtUUy).

Parker, C.; Scott, S.; Geddes, A. (2019). Snowball sampling. SAGE research methods foundations.

Patel, H.; Pettitt, M.; Wilson, J. R. (2012). Factors of collaborative working: A framework for a collaboration model. Applied ergonomics, 43(1), 1-26. doi:10.1016/j.apergo.2011.04.009.

Picciano, A. G.; Dziuban, C. D.; Graham, C. R.; Moskal, P. D. (Eds.). (2021). Blended Learning: Research Perspectives, Vol. 3. doi:10.4324/9781003037736.

Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property Management, 30(2), 129-156. doi:10.1108/02637471211213398.

Raes, A.; Detienne, L.; Windey, I.; Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. In Learning Environments Research, 23(3), 269-290. Springer. doi:10.1007/s10984-019-09303-z.

Rapchak, M. E. (2018). Collaborative learning in an information literacy course: The impact of online versus face-to-face instruction on social metacognitive awareness. The Journal of Academic Librarianship, 44(3), 383-390. doi:10.1016/j.acalib.2018.03.003.

Romero, M.; Arnab, S.; De Smet, C.; Mohamad, F.; Abdelouma, S.; Minoi, J.-.L.; Morini, L. (2018). Co-creativity assessment in the process of game creation. In European Conference on Games Based Learning, 549-XXI, Academic Conferences International Limited.

Saghafian, M.; O'Neill, D. K. (2018). A phenomenological study of teamwork in online and face-to-face student teams. Higher Education, 75(1), 57-73. doi:10.1007/s10734-017-0122-4.

Salmi, L. (2013). Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?. International Association for Development of The Information Society.

Salomon, G.; Globerson, T. (1989) When teams do not function the way they ought to. International Journal of Educational Research, 13(1), 89-99. doi:10.1016/0883-0355(89)90018-9.

Saltan, F. (2017). Blended learning experience of students participating pedagogical formation program: Advantages and limitation of blended education. International Journal of Higher Education, 6(1), 63-73. doi:10.5430/ijhe.v6n1p63.

Schmutz, J. B.; Meier, L. L.; Manser, T. (2019). How effective is teamwork really? The relationship between teamwork and performance in healthcare teams: A systematic review and meta-analysis. BMJ Open, 9(9). doi:10.1136/bmjopen-2018-028280.

Selesho, J. M. (2014) Enhancing the culture of quality assurance in higher education: perspectives of managing institutional accountability. Mediterranean Journal of Social Sciences, 5(1), 405. doi:10.5901/mjss.2014.v5n1p405.

Singh, H. (2021). Building effective blended learning programs. In Challenges and opportunities for the global implementation of e-learning frameworks (pp. 15-23). IGI Global. doi:10.4018/978-1-7998-7607-6.ch002.

Shu, H.; Gu, X. (2018). Determining the differences between online and face-to-face student-group interactions in a blended learning course. The Internet and Higher Education, 39, 13-21. doi:10.1016/j.iheduc.2018.05.003.

Siegelman, A. (2019). Blended, hybrid, and flipped courses: What's the difference?. Abrufbar Unter: Teaching. Temple. (https://bit.ly/3C1Hb8g).

Singh, J.; Steele, K.; Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140-171. doi:10.1177/00472395211047865.

Soliman, D.; Costa, S.; Scardamalia, M. (2021). Knowledge building in online mode: Insights and reflections. Education Sciences, 11(8), 425. doi:10.3390/educsci11080425.

Sommerville, J.; Dalziel, S. (1998). Project team building the applicability of Belbin's team-role self-perception inventory. International Journal of Project Management, 16(3), 165-171. doi:10.1016/S0263-7863(97)00054-9.

Stebbins, R. A. (2001). Exploratory research in the social sciences (Vol. 48). Sage. doi:10.4135/9781412984249.

Stevens, G. J.; Bienz, T.; Wali, N.; Condie, J.; Schismenos, S. (2021). Online university education is the new normal: but is face-to-face better?. Interactive Technology and Smart Education, 18(3), 278-297. doi:10.1108/ITSE-08-2020-0181.

Sunder M, V.; Antony, J. (2018). A conceptual Lean Six Sigma framework for quality excellence in higher education institutions. The International Journal of Quality & Reliability Management, 35(4), 857-874. doi:10.1108/IJQRM-01-2017-0002.

Suter, E.; Arndt, J.; Arthur, N.; Parboosingh, J.; Taylor, E.; Deutschlander, S. (2009). Role understanding and effective communication as core competencies for collaborative practice. Journal of interprofessional care, 23(1), 41-51. doi:10.1080/13561820802338579.

Tasopoulou, K.; Tsiotras, G. (2017). Benchmarking towards excellence in higher education. Benchmarking, 24(3), 617-634. doi:10.1108/BIJ-03-2016-0036.

Tayebinik, M.; Puteh, M. (2013). Blended Learning or E-learning?. arXiv preprint arXiv:1306.4085.

Thai, N. T. T.; De Wever, B.; Valcke, M. (2020). Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397-411. doi:10.1111/jcal.12423.

Tratnik, A.; Urh, M.; Jereb, E. (2017). Student satisfaction with an online and a face-to-face Business English course in a higher education context. Innovations in Education and Teaching International, 56(1), 36-45. doi:10.1080/14703297.2017.1374875.

Valiathan, P. (2002). Blended learning models. Learning circuits, 3(8), 50-59.

Venkatraman, S. (2007). A framework for implementing TQM in higher education programs. Quality Assurance in Education, 15(1), 92-112. doi:10.1108/09684880710723052.

Vo, H. M.; Zhu, C.; Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28. doi:10.1016/j.stueduc.2017.01.002.

Warkentin, M.; Beranek, P. M. (1999). Training to improve virtual team communication. Information systems journal, 9(4), 271-289. doi:10.1046/j.1365-2575.1999.00065.x.

Warkentin, M. E.; Sayeed, L.; Hightower, R. (1997). Virtual teams versus face‐to‐face teams: an exploratory study of a web‐based conference system. Decision sciences, 28(4), 975-996. doi:10.1111/j.1540-5915.1997.tb01338.x.

Watson-Manheim, M. B.; Chudoba, K. M.; Crowston, K. (2002). Discontinuities and continuities: a new way to understand virtual work. Information Technology and People, 15(3), 191-209. doi:10.1108/09593840210444746.

Watson, J. (2008). Blending learning: The convergence of online and face-to-face education. North American Council for Online Learning. (https://bit.ly/3qenCGX).

Wilson, J. M.; Straus, S. G.; McEvily, B. (2006). All in due time: The development of trust in computer-mediated and face-to-face teams. Organizational behavior and human decision processes, 99(1), 16-33. doi:10.1016/j.obhdp.2005.08.001.

Wu, P.; Low, S. P.; Liu, J. Y.; Pienaar, J.; Xia, B. (2015). Critical success factors in distance learning construction programs at Central Queensland University: Students' perspective. Journal of Professional Issues in Engineering Education and Practice, 141(1). doi:10.1061/(ASCE)EI.1943-5541.0000217.

Yoon, S. W. (2006). Two group development patterns of virtual learning teams: Linear progression and adaptive progression. Quarterly Review of Distance Education, 7(3), 297.

Young, G. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, A33-A34.

Yu, X.; Shen, Y.; Cheng, X.; Bao, Y. (2022). How can cross-cultural virtual learning teams collaborate effectively: A longitudinal study. Information & Management, 59(6), 103667. doi:10.1016/j.im.2022.103667.




DOI: http://dx.doi.org/10.54988/cv.2024.1.1442

Enlaces refback

  • No hay ningún enlace refback.


Campus Virtuales

ISSN: 2255-1514

www.revistacampusvirtuales.es

campusvirtuales@uajournals.com