Also known as mixed education or blended learning in English, it combines elements of face-to-face education and distance education. In this modality, students participate in learning activities in the physical classroom as well as in activities that are carried out online. The hybrid model promotes student autonomy and motivates them to be responsible and not just passive entities that receive information. From the administrative point of view, it provides flexibility that allows better use of physical spaces (UNAM, 2021 AU65: The in-text citation "UNAM, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Hybrid provides a degree of flexibility in terms of when and where online learning takes place. Students can access these resources and complete assignments according to their own schedule and location, seeking to take advantage of the best of in-person interaction and the flexibility of online learning.
Published in Chapter:
Transformation in the Classroom: Hybrid Education With the Use of Microcontent
María Elena Zepeda Hurtado (Instituto Politécnico Nacional, Mexico), Claudia Angélica Membrillo Gómez (Instituto Politécnico Nacional, Mexico), and Francisco Javier Arias Candanosa (Instituto Politécnico Nacional, Mexico)
Copyright: © 2024
|Pages: 23
DOI: 10.4018/979-8-3693-0094-7.ch006
Abstract
This chapter is the result of the study of the way in which microcontents were incorporated in the hybrid modality in the first semester (January – June 2023) in the different learning units taught in the areas of institutional, humanistic, scientific, and basic technological training at the upper secondary level of the Instituto Politécnico Nacional. The research has a quantitative approach with a descriptive scope based on a comparative approach. The sample population was made up of 150 students from the second, fourth, and sixth semesters to whom the questionnaire is applied as the data collection instrument. The results indicate that teachers incorporate as main materials videos, texts, diagrams, and drawings; on the part of the students, they state that the incorporation of these favored motivation, concentration, access, and creation of content. The chapter addresses pedagogical implications and makes recommendations for the integration of microcontent in the hybrid modality.