Servicios Personalizados
Revista
Articulo
Indicadores
Citado por SciELO
Accesos
Links relacionados
Citado por Google
Similares en SciELO
Similares en Google
Compartir
Enunciación
versión impresa ISSN 0122-6339versión On-line ISSN 2248-6798
Resumen
QUITIAN-BERNAL, Sandra Patricia y GONZALEZ-MARTINEZ, Juan. Collaborative strategies for the design of blended learning environments in reading. Enunciación [online]. 2022, vol.27, n.2, pp.266-288. Epub 10-Dic-2022. ISSN 0122-6339. https://doi.org/10.14483/22486798.19998.
This article presents the results of a collaborative training strategy for designing blended learning (b-l) environments in reading skills aimed at teachers in training. Methodologically, a design-based research strategy is used since it allows approaching creation in two dimensions: an object of study and a didactic implementation to promote learning. The data obtained were analyzed using Nvivo 11 software to find and explain the relationships between the categories proposed in the study. The analysis of the results allowed us to establish that collaborative work represents a complex challenge for teachers in training, but a great contribution in the didactic design of b-l environments in reading skills. It was concluded that working collaboratively requires training that develops assertive communication processes and positive interdependence, important for professional performance. Likewise, the scope of the collaborative strategy in the strengthening of didactic and technological competencies involved in the blended learning model was evidenced.
Palabras clave : social learning; blended learning; reading; preservice teacher´ education; didactic; ICT..