Percepciones de satisfacción estudiantil en la asignatura de inglés con blended learning en una universidad Peruana

Osbaldo Turpo-Gebera, Evelyn Guillén-Chávez, Rosa Núñez-Pacheco, César Halley Limaymanta-álvarez, Francisco García-Peñalvo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

Blended Learning has positioned itself as a formative modality rooted in the university environment. In Peru, although belatedly, the curricular development of subjects in this modality has been increasingly implemented in processes that were previously face-to-face. To recognize the satisfaction level that this experience brings, an English course directed at first year university students majoring in Arts and Engineering was planned, implemented and subsequently evaluated. At the end of the course, a satisfaction level questionnaire was given to 90 students receiving the training. The analysis of results evidenced a broad global satisfaction with BL, without differences by career origin; concretely, with the expectations and the choice of the course, but not in the use of resources. The results will allow us to rethink improvement processes and adjustments in non-significant aspects and contexts.

Título traducido de la contribuciónPerceptions of student satisfaction in the subject of english with blended learning in a Peruvian university
Idioma originalEspañol
Páginas (desde-hasta)135-151
Número de páginas17
PublicaciónRISTI - Revista Iberica de Sistemas e Tecnologias de Informacao
Volumen2019
N.ºE21
EstadoPublicada - jul. 2019

Nota bibliográfica

Publisher Copyright:
© 2019, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Palabras clave

  • Blended Learning
  • English teaching
  • University
  • University students

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