This book focuses on essential aspects of the theoretical
foundations that support blended learning (BL) as a teaching
training modality in tertiary education. Analyzing the changes in
the world of education that lead to new ways of thinking and
learning, it redefines the concept of blended learning at a time of
constant growth in many universities around the world. This
involves a shared reflection on the role of technology in the
current university teacher education programs, as well as on the
role that pedagogy plays in increasingly technology-driven
contexts. Furthermore, the book presents pedagogical approaches to
guide university professors in the design and implementation of
blended learning courses. To this end, it describes some of the
major models and approaches to BL instructional design, and
examines issues related to the quality of BL training and the
indicators to measure it, in order to identify those models that
contribute to a better understanding of the dimensions that
increase its effectiveness.
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