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Conceptions in Teaching and Didactic Activities and Assessment of University Teachers
José Armando Peña Moreno, Ma. Concepción Rodríguez Nieto, Víctor Manuel Padilla Montemayor
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DOI:10.17265/2159-5542/2014.11.005
Universidad Autónoma de Nuevo León, Nuevo León, México
The aim of this study was to detect and analyze the conceptions of teaching, learning activities and assessment of learning in classroom, and blended courses for university professor’s face-to-face courses. The study design was non-experimental, descriptive, and mixed cut. The sample was not random with participation of 129 university professors’ face-to-face courses. As was applied, the open questions questionnaire on teaching and learning conceptions of teachers and data reported six questions related to the conception of teaching, didactic activities and assessment of learning of courses in classroom and blended courses. The data were worked through content analysis and percentages. The findings showed a conception of classroom teaching with a focus on learning and a conception blended teaching with a strong focus on teaching. The most reported didactic activities in classroom courses at a decreasing hierarchy were: exposition and presentation, case study and mixed courses, technology per se, discussion forums, chat and Wikis. In classroom assessment courses predominated, in the abstract tests, participation, and research and blended courses the research, Wikis, forums and blog, and a significant number of teachers did not specify evaluation resources.
conceptions of teaching, conceptions of blended teaching, higher education
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