Article
Spanish
ID: <
oai:doaj.org/article:225881b6413a4c10a8f24604249b82e3>
·
DOI: <
10.7203/foroele.v12i1.9190>
Abstract
In this work we presented the concept of blended learning that we have developed in our workplace where face-to-face classes are combined with asynchronous work on the Moodle platform and synchronous sessions on webconferences. We briefly focus on the roles that according to pedagogical constructivism – the theory behind our concept – are played by the three main actors of the learning process: student, methodology and teacher. By way of example, we present a lesson used in accordance with this concept to highlight in practice the actions of the learner, collaborative work as the basis of the constructivist learning methodology and the necessary collaboration between enabling teachers when it comes to working in the same course but in different scenarios: virtual and face-to-face. Keywords: blended learning, constructivism, enabling leader, collaborative work. Collaborative work between leading facilitators in blended learning environment Abstract: In the present work we introduce our self-designated concept of blended learning for our Faculty, following the premises of the constructivist theory. We introduce briefly the roles of the main actors in the learning-teaching process Understood as the student, the methology and the teaching person. Moreover we report about a practical experience in a blended learning language course which is based on the cooperative approach for both students and facilitator team. Finally, we discuss the importance of co-teaching in blended learning environments. Keywords: blended learning, constructivism, facilitating leadership, collaborative learning approach.