Marco José Moya Harrop
Project Research
Málaga, Spain
Blended
Learning is being standardized in Europe. Literature is extensive about how to include various teaching
methodologies in this educational trend. The purpose of this article is to
summarize the theories that have had the greatest impact on the learning
society, offering the reader the opportunity to make their own reflection on
how they could articulate these theories through Blended Learning.
Behaviorism
This is one of the most traditional theories of learning, although still very present in education,
not contemplated in the new educational paradigms. The behavioral approachrefers to the analysis of the creation of habits
and how to streng then or eliminate behavior through external motivation (rewards
or punishments). In this sense, the
student acquires a passive role, reducing learning stimuli
that are received from the outside.
Constructionism
From constructivist theories of Jean Piaget (1970) and Lev
Vygotsky (1977), this pedagogical model conceives the construction of
knowledge through interaction between students and their environment, acquiring an active and
collaborative role in their learning. Consequently,
the teacher would become a mediator rather than a transmitter of
knowledge. Metacognitive Learning has great importance in
this educational movement, since the individual is
able to self-regulate their own learning.
Multiple Intelligences
According
to Gardner's theory (1993), every person has different intelligences, with the particularity that each individual develops some better than
others, discarding the unique
approach that linguistic and mathematical criteria acquired in traditional teaching.
Therefore, in this sense, Gardner (1993)
identified eight types of intelligence: linguistic-verbal,
logical-mathematical, Body-kinesthetic, Spatial, Musical, Interpersonaland
Naturalist.
This
innovative methodology involves an approchement between tools and educational
content offered by the educational community and the real needs of the learner, providing the system a true customization
of the teaching-learning process.
Problem Based Learning
Barrows (1986) defines Based Learning as a learning
system based on the principle of using problems as a starting point in the
acquisition and integration of new knowledge. In a way, the ABP aims
to bring the contents to reality, that is, raise a training by
formulating potential problems that future workers will face either independently
or collaboratively.
Cooperative learning
As manifested by Johnson, Johnson and Holubec (1993) cooperative learning promotes the creation of small groups so that
students work together to maximize their own learning and that of others. On the other hand, the teacher also changes its
role by becoming a
cognitive mediator, significantly expanding their coaching tasks with students.
Personalized Learning
The twenty-first century has conclusively traced
the movement of personalization in our society. From a motivational point of view,
the individual chooses what is best for oneself. The personalization of
education tries to follow the same principle, where the student takes a leading role
in their education and the remainder of educational agents as mediators. It is
intended that the student reaches the maximum development of their capabilities
and human potential. García Hoz (1988) summarizes four
characteristic personalized learning styles: Integrator
and open, thoughtfuland creative, singulatorand conventional, and Optimistic.
Game-Based Learning
The
satisfaction for participatingin a recreational activity is inherent in human
beings. The different methodologies, "Gamification" or "Edutaiment" transfer entertainment to
educational contexts to facilitate, in a dynamic way, the
acquisition of content to the student. In this sense, we can say that video games have real pedagogical potential, as long as they are focused on education.
Conclusions
In this society, characterized by constant change,
it will not be easy to find a methodology that provides
the desired training efficiency. Faced with this challenge, Blended Learning is
settling its bases, and all indications are that it will become one of
the most powerful educational systems in the educational environment. Experts,
teachers and researchers will face an important role in
articulating the Blended Learningin the current scenario seeking, obviously, the further development of social and cultural skills of the
individual.
In short, it is considered imperative
that all educational body makes reading and reflection on the various educational
theories to build new patterns that will make Blended Learning quality training.
Bibliography
Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical
education 20(6), 481-486.
García Hoz, V. (1988). La práctica de la Educación Personalizada. Madrid:
Rialp.
Gardner, H. (1993). Multiple Intelligences.The Theory in Practice. New
York: Basic Books.
Johnson, D. W., Johnson, R., &Holubec, E. Circles of learning (4th
ed.). Edina, MN:
Interaction
Book Company, 1993.
Vygotski, L. S. (1977).
Pensamiento y lenguaje. Buenos Aires: La Pléyade.
Complementary bibliography
Buck
Institute for Education (2014).Why Project Based Learning (PBL)?
Recuperado
el 17 de noviembre de 2014 de http://bie.org/
