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Aprendizaje por medio de la educación bimodal versus la educación presencial: una revisión de experiencias comparativas

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No. 11 (2023): Julio-Diciembre
https://doi.org/10.5354/2452-5014.2023.71394

Abstract

In the post-lockdown era, some institutions have opted for a bimodal or combined education format. This article reviews the results of research that analyzes the impact of bimodal implementations compared to face-to-face practices. The impact may be in terms of learning effectiveness, student perceptions, and/or teacher perceptions. The 300 most relevant articles, according to Google Scholar under the keyword "blended learning versus face to face", were analyzed and 14 articles were selected in which the two teaching modalities were compared experimentally. After the analysis, it is possible to say that in these articles there is a majority that have reported better results in bimodal implementations than in face-to-face ones. On the other hand, some articles analyzed do not appreciate a significant difference in learning efficiency between both types of implementations. It is also observed that some articles show a positive perception of the bimodal proposals compared to the face-to-face ones by the students. However, there are other studies in which students have a positive perception of face-to-face proposals compared to bimodal ones.

Keywords:

blended learning, , face-to-face learning, , literature review.

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How to Cite
Velasco, N. (2023). Aprendizaje por medio de la educación bimodal versus la educación presencial: una revisión de experiencias comparativas : . Revista Saberes Educativos, (11), 1–20. https://doi.org/10.5354/2452-5014.2023.71394
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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