Resumo

CARRANZA ALCANTAR, María del Rocío. Significant teaching and learning in a blended learning: perceptions of teachers and students. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2017, vol.8, n.15, pp.898-922. ISSN 2007-7467.  https://doi.org/10.23913/ride.v8i15.326.

The present study addresses the problem that arises when technology is seen as a paradigm for change in education, without acknowledging that, when its use is not organized or structured according to an educational model, its results can be counterproductive. The objectives of this study were to find out and analyze student perceptions about the quality of learning that is accomplished via technologically mediated instruction, and to analyze the perceptions of university instructors about the technologically-mediated teaching strategies they use. A mixed-methods approach was used for the project. The study was conducted at a law school in Mexico. A qualitative method was used, within the theoretical framework of phenomenology, for which two types of semi-structured interviews were designed. The results demonstrate that a lack of creativity on the instructor’s part and a lack of instructor feedback are two factors that diminish student learning. Finally, it is suggested that this type of research be continued, which entails studying the connection between educational methods, teaching strategies, technological mediation, and significant learning.

Palavras-chave : Teaching strategies; Significant learning; Mixed methods.