Active Methodologies to Enhance Blended Learning: Exploring the Perceptions of Pre-Service Teachers

Abstract

The perceptions of blended learning teachers on the usefulness of different
techniques in different aspects are tested: the technique improves the
understanding of content and application of knowledge, to test the perception of
learning; the technique facilitates blended learning; and the technique improves
autonomy, commitment, and the perception of achievement with respect to the
subject, to test aspects related to learning. This is an exploratory study with a preexperimental design. Thus, for this proposal, a mixed method is used with a scale
questionnaire to obtain quantitative measures of mean and standard deviation, in
addition to using the ANOVA test to check that the differences are significant, and
an interview with some participants to complement with qualitative information
and deepen the results obtained. Participants highlighted their combination and
considered that self-regulated learning strategies are especially useful for
monitoring progress and perception of achievement; flipped classroom to improve
autonomy, which in conjunction with self-regulated learning improves
understanding; and cooperative projects to improve understanding and application
of knowledge when learning among peers. In conclusion, each technique is
suitable for different purposes and the combination would be ideal.