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.