Barahona, C., Lippi, L., Rodríguez, M.F., Astudillo, G., Hilliger, I. (2022). Teacher Adoption of a Hybrid Learning Model in Vulnerable Secondary Schools. In: Hosseini, S., Peluffo, D.H., Nganji, J., Arrona-Palacios, A. (eds) Technology-Enabled Innovations in Education. Transactions on Computer Systems and Networks. Springer, Singapore. https://doi.org/10.1007/978-981-19-3383-7_39 (2022)

Teacher Adoption of a Hybrid Learning Model in Vulnerable Secondary Schools.

Tipo de publicación : Otros Ir a publicación

Abstract

As a result of the confinement caused by COVID-19, different educational institutions have had to resort to distance education to continue their students education and learning processes. This has accelerated the adoption of educational technologies and the incorporation of hybrid learning or blended learning strategies. To date, most studies that have evaluated these types of strategies have focused on promoting self-regulatory skills in higher education. However, it is necessary to understand what its adoption in secondary education implies. Along these lines, this work presents a case study of vulnerable schools in Chile. The work focused on identifying the variables that facilitate the adoption of a blended learning model by their teachers. The results revealed the importance of the teachers profile to include the ability to incorporate technology into their classrooms and perform the instructional design necessary to adopt this type of model.