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A B-Learning Methodology Case for Faculty at High Education

A B-Learning Methodology Case for Faculty at High Education

Lina García-Cabrera, Ildefonso Ruano-Ruano, José Ramón Balsas-Almagro
Copyright: © 2013 |Volume: 15 |Issue: 1 |Pages: 17
ISSN: 1548-7717|EISSN: 1548-7725|EISBN13: 9781466631526|DOI: 10.4018/jcit.2013010102
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MLA

García-Cabrera, Lina, et al. "A B-Learning Methodology Case for Faculty at High Education." JCIT vol.15, no.1 2013: pp.19-35. http://doi.org/10.4018/jcit.2013010102

APA

García-Cabrera, L., Ruano-Ruano, I., & Balsas-Almagro, J. R. (2013). A B-Learning Methodology Case for Faculty at High Education. Journal of Cases on Information Technology (JCIT), 15(1), 19-35. http://doi.org/10.4018/jcit.2013010102

Chicago

García-Cabrera, Lina, Ildefonso Ruano-Ruano, and José Ramón Balsas-Almagro. "A B-Learning Methodology Case for Faculty at High Education," Journal of Cases on Information Technology (JCIT) 15, no.1: 19-35. http://doi.org/10.4018/jcit.2013010102

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Abstract

The present teaching case was made at the University of Jaén, Spain, and was concerning to the experience of conducting an innovative b-learning course for the faculty, entitled “Advanced ILIAS e-Learning”. The lessons learned by a group of teachers involved in e-learning were allowed for the course design and implementation. Specifically, the course was designed following the good practices that contribute effective e-learning, including a study-guide for virtual courses which assures quality specific criteria. The course combines conventional classroom work, online activities (web-conferences and class-recordings) and e-learning. It was organized into independent modules which were freely chosen by attendees depending on their needs. The course could be repeated by attendees as necessary to achieve modules and to deepen or improve previously acquired knowledge. The outputs of the experience reflected that b-learning modality was the best option for the academic staff, and therefore, this model should be used by institutions.

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