|
|
 |
| |
|
|
|
Important Teacher Qualities for Integrating Blended Learning in Higher Education |
|
|
|
PP: 2189-2201 |
|
|
|
doi:10.18576/isl/120553
|
|
|
|
Author(s) |
|
|
|
B. Cespedes-Panduro,
H. C. Ticona-Arapa,
N. O. Zela-Payi,
N. Chambi-Condori,
A. Sucari-León,
P. Chipana-Loayza,
W. W. Sardon-Quispe,
P. C. Callupe-Cueva,
M. S. Torres-Chuco,
F. M. Aguilar-Pichón,
S. A. Tilwani,
|
|
|
|
Abstract |
|
|
| Blended learning is widely accepted in Peruvian higher education for a number of reasons, including the fact that it allows students more leeway to accommodate their own unique schedule and learning needs. The present qualitative research investigates the qualities of effective teachers that are crucial to the successful implementation of blended learning from the vantage point of experts, who can gain valuable insight into the causes of organizational problems and the best strategies for resolving them. There are seven positive characteristics of blended learning teachers, such as the ability to recognize the need for pedagogical change or the confidence to incorporate technology into learning processes, and four negative characteristics, such as a lack of familiarity with blended learning or anxiety about students use of technology. Blended learning in higher education is investigated here to identify the factors that influence it.
|
|
|
|
|
|
|
|
