Perception of blended learning by university teachers of different disciplinary areas

Abstract

The role of teachers in the process of improving the effectiveness and efficiency of the integration of new pedagogical approaches and the potential offered by technological resources is essential to introduce a substantial change in teaching-learning processes, in higher education. Based on this idea, the objective of this study is to learn the experiences and perceptions of university teachers from different disciplinary areas (knowledge branches) about the acceptance and adoption of Blended Learning (BL) methodologies. The empirical work was carried out following a mixed methodological design of the sequential derivative type of equivalence of status. The quantitative information was collected with a questionnaire, elaborated ad hoc, based on the theoretical framework proposed by the Technological Acceptance Models (TAM), answered by 980 university teachers; of these, 86 expressed their opinion openly on these methodologies, constituting the qualitative part of this study. The results show the opinion of the teachers participating in the study regarding the weaknesses, threats, strengths and opportunities of B-learning education.