INTERACCIONES DIDÁCTICAS EN EL BLENDED LEARNING: DINÁMICAS DE CONSTRUCCIÓN DEL CONOCIMIENTO

Translated title of the contribution: Didactic Interactions in Blended Learning: Dynamics of Knowledge Construction

Osbaldo Turpo-Gebera, Rocio Diaz-Zavala, Yvan Delgado-Sarmiento, Eduardo Luis Gutiérrez-Salcedo, Milagros Gonzales-Miñán

Research output: Contribution to journalArticlepeer-review

Abstract

The study examines a Blended Learning course to identify patterns of didactic interaction that facilitate knowledge construction and, consequently, learning. The research reveals a transition towards virtuality from in-person interactions, gradual acquisition of learning, and a focus on autonomy. These transitions indicate greater development of significant content in virtual environments, suggesting a relationship between intensified virtual interaction, learning, and reduced dependence on the teacher. The analysis of educational practice in Blended Learning promotes autonomy, achievements, and participation through peer collaboration and increased social interaction, leading to notable outcomes.

Translated title of the contributionDidactic Interactions in Blended Learning: Dynamics of Knowledge Construction
Original languageSpanish
Pages (from-to)465-475
Number of pages11
JournalHuman Review. International Humanities Review / Revista Internacional de Humanidades
Volume21
Issue number2
DOIs
StatePublished - 24 Aug 2023

Bibliographical note

Publisher Copyright:
© GKA Ediciones, authors.

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