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Author: search.filters.author.Karla LobosSubject: search.filters.subject.blended learning

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    Item type:Publication,
    New challenges for higher education: self-regulated learning in blended learning contexts
    (2024)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    Javiera Santana
    <jats:sec><jats:title>Introduction</jats:title><jats:p>The study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>An inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>It is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.</jats:p></jats:sec>
    Scopus© Citations 3  6
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    Item type:Publication,
    Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
    (2022)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Carola Bruna Jofre
    ;
    Karla Lobos
    ;
    Nataly Cisternas San Martin
    ;
    Esteban Guzman
    <jats:p>After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.</jats:p>
      1Scopus© Citations 65