B-learning in english language teaching in higher education: a systematic review
Descripción del Articulo
B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to s...
| Autores: | , , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2022 |
| Institución: | Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| Repositorio: | Revista Innova Educación |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:ojs2.revistainnovaeducacion.com:article/576 |
| Enlace del recurso: | https://revistainnovaeducacion.com/index.php/rie/article/view/576 |
| Nivel de acceso: | acceso abierto |
| Materia: | Blended learning educación universitaria enseñanza de inglés tecnología educativa educational technology English teaching higher-education Aprendizagem combinada educação universitária ensino de inglês tecnologia educacional |
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B-learning in english language teaching in higher education: a systematic review B-learning en la enseñanza del idioma inglés en el nivel superior: una revisión sistemática B-learning no ensino da língua inglesa em nível superior: uma revisão sistemática |
| title |
B-learning in english language teaching in higher education: a systematic review |
| spellingShingle |
B-learning in english language teaching in higher education: a systematic review Noa, Stefany Blended learning educación universitaria enseñanza de inglés tecnología educativa Blended learning educational technology English teaching higher-education Aprendizagem combinada educação universitária ensino de inglês tecnologia educacional |
| title_short |
B-learning in english language teaching in higher education: a systematic review |
| title_full |
B-learning in english language teaching in higher education: a systematic review |
| title_fullStr |
B-learning in english language teaching in higher education: a systematic review |
| title_full_unstemmed |
B-learning in english language teaching in higher education: a systematic review |
| title_sort |
B-learning in english language teaching in higher education: a systematic review |
| dc.creator.none.fl_str_mv |
Noa, Stefany Laura, Kevin Apayco, Lesly Ramos, Zoraida Lujano, Yolanda |
| author |
Noa, Stefany |
| author_facet |
Noa, Stefany Laura, Kevin Apayco, Lesly Ramos, Zoraida Lujano, Yolanda |
| author_role |
author |
| author2 |
Laura, Kevin Apayco, Lesly Ramos, Zoraida Lujano, Yolanda |
| author2_role |
author author author author |
| dc.subject.none.fl_str_mv |
Blended learning educación universitaria enseñanza de inglés tecnología educativa Blended learning educational technology English teaching higher-education Aprendizagem combinada educação universitária ensino de inglês tecnologia educacional |
| topic |
Blended learning educación universitaria enseñanza de inglés tecnología educativa Blended learning educational technology English teaching higher-education Aprendizagem combinada educação universitária ensino de inglês tecnologia educacional |
| description |
B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroom |
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2022 |
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2022-01-13 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistainnovaeducacion.com/index.php/rie/article/view/576 10.35622/j.rie.2022.02.006 |
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https://revistainnovaeducacion.com/index.php/rie/article/view/576 |
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10.35622/j.rie.2022.02.006 |
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spa eng |
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spa eng |
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https://revistainnovaeducacion.com/index.php/rie/article/view/576/547 https://revistainnovaeducacion.com/index.php/rie/article/view/576/548 https://revistainnovaeducacion.com/index.php/rie/article/view/576/572 https://revistainnovaeducacion.com/index.php/rie/article/view/576/573 |
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Derechos de autor 2021 Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf application/pdf audio/mpeg audio/mpeg |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Revista Innova Educación; Vol. 4 Núm. 2 (2022); 98-112 2664-1496 2664-1488 reponame:Revista Innova Educación instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú instacron:INUDI |
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INUDI |
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Revista Innova Educación |
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B-learning in english language teaching in higher education: a systematic reviewB-learning en la enseñanza del idioma inglés en el nivel superior: una revisión sistemáticaB-learning no ensino da língua inglesa em nível superior: uma revisão sistemáticaNoa, StefanyLaura, KevinApayco, LeslyRamos, ZoraidaLujano, YolandaBlended learningeducación universitariaenseñanza de ingléstecnología educativaBlended learningeducational technologyEnglish teachinghigher-educationAprendizagem combinadaeducação universitáriaensino de inglêstecnologia educacionalB-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroomEl b-learning es ampliamente considerado como un enfoque que combina los beneficios que brindan los componentes de aprendizaje presencial y en línea. Sin embargo, la combinación de componentes instructivos en línea con presenciales que plantea este enfoque, ha generado inquietudes a lo largo de los años. La siguiente revisión sistemática tiene como objetivo evidenciar cómo influye el b-learning en la enseñanza del idioma inglés en estudiantes universitarios a través del análisis de experiencias y percepciones. Se ha considerado el uso de la metodología Prisma para los fines de la investigación. Para esta revisión se utilizaron las siguientes bases de datos: Scopus, Scielo, Science direct y Redalyc, encontrándose 260 artículos y seleccionando 16 artículos para realizar una revisión a profundidad. Los resultados demuestran que la mayoría de experiencias con el blended learning fueron beneficiosas en el campo de la enseñanza de inglés. Además, las percepciones docentes y estudiantiles son positivas y determinantes para el uso futuro de las tecnologías digitales. Esta revisión destaca la necesidad de realizar investigaciones que propongan soluciones al abordaje de los desafíos de estudiantes, profesores e instituciones educativas en el aprendizaje mixto, así como la determinación de características del modelo para una accesible puesta en práctica en las aulas.O B-learning é amplamente considerado como uma abordagem que combina os benefícios dos componentes de aprendizagem online e presencial. No entanto, a combinação de componentes instrucionais online e em sala de aula apresentados por essa abordagem tem gerado preocupações ao longo dos anos. A revisão sistemática a seguir tem como objetivo mostrar como o b-learning influencia o ensino da língua inglesa em estudantes universitários por meio da análise de experiências e percepções. O uso da metodologia Prism foi considerado para fins de pesquisa. As seguintes bases de dados foram utilizadas para esta revisão: Scopus, Scielo, Science direct e Redalyc, encontrando 260 artigos e selecionando 16 artigos para uma revisão em profundidade. Os resultados mostram que a maioria das experiências com blended learning foram benéficas na área de ensino de inglês. Além disso, as percepções de professores e alunos são positivas e decisivas para o uso futuro das tecnologias digitais. Esta revisão destaca a necessidade de realização de pesquisas que proponham soluções para enfrentar os desafios de alunos, professores e instituições de ensino na aprendizagem combinada, bem como a determinação das características do modelo para uma implementação acessível em sala de aula.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2022-01-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/57610.35622/j.rie.2022.02.006Revista Innova Educación; Vol. 4 Núm. 2 (2022); 98-1122664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/576/547https://revistainnovaeducacion.com/index.php/rie/article/view/576/548https://revistainnovaeducacion.com/index.php/rie/article/view/576/572https://revistainnovaeducacion.com/index.php/rie/article/view/576/573Derechos de autor 2021 Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujanohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/5762024-10-06T13:57:16Z |
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13.02468 |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
