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Teachers' Beliefs Towards Blended Learning in Higher Education: A Mixed-Methods Study

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Learning Technology for Education Challenges (LTEC 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1011))

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Abstract

The objective of this paper is to analyse the main beliefs, expectations and attitudes of university teachers regarding the acceptance and adoption of blended learning (BL) methodologies using a quantitative and qualitative approach. A mixed-method design (DEXPLIS sequential explanatory model) was applied to lead the empirical analysis. A total of 982 teachers from different Spanish universities (quantitative part) and a subsample of 86 (for the qualitative study) participated in the study. The results identify a series of beliefs (advantages and disadvantages), as well as the main demands of these teachers related to the implementation of BL.

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Acknowledgements

Funding: This work was supported by the European Regional Development Fund (ERDF) and the Spanish Ministry of Economy and Competitiveness. I+D+i Plan. Project Ref. EDU2015-6721-R.

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Authors and Affiliations

  1. University of Salamanca, Paseo Canalejas 169, 37008, Salamanca, Spain

    María Cruz Sánchez-Gómez, Antonio V. Martín-García & Juanjo Mena

Authors
  1. María Cruz Sánchez-Gómez
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  2. Antonio V. Martín-García
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  3. Juanjo Mena
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Corresponding authors

Correspondence to María Cruz Sánchez-Gómez or Antonio V. Martín-García .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, Steiermark, UK

    Lorna Uden

  2. Universidad Tecnica Federico Santa Maria, Valparaiso, Chile

    Dario Liberona

  3. Universidad de Salamanca, Salamanca, Spain

    Galo Sanchez

  4. Universidad de Salamanca, Salamanca, Spain

    Sara Rodríguez-González

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Sánchez-Gómez, M.C., Martín-García, A.V., Mena, J. (2019). Teachers' Beliefs Towards Blended Learning in Higher Education: A Mixed-Methods Study. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_16

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  • DOI: https://doi.org/10.1007/978-3-030-20798-4_16

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-20797-7

  • Online ISBN: 978-3-030-20798-4

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