Hybrid education, a reflection on the preparation of university teachers
DOI:
https://doi.org/10.5281/zenodo.8147700Keywords:
hybrid education, teacher preparation, teaching quality, face-to-face modality, distance modalityAbstract
Hybrid education as a teaching-learning modality gained particular relevance during the confinement caused by the COVID-19 epidemic. Currently, it remains a viable option for teaching innovation by combining face-to-face and virtual modalities. From the perspective of teachers, it is necessary to reflect on their preparation to assume this type of education, taking into account that both face-to-face and distance education modalities are not exempt from demands. When combined, new needs, conditions and contradictions arise to which the teacher must respond in a timely manner and for which he must prepare previously. So, what should be the essential knowledge that a university teacher must possess to assume hybrid education in their teaching practices?
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Copyright (c) 2023 Aurelia de la Caridad Conde-Williams, Maydelin Valdés-Sánchez
This work is licensed under a Creative Commons Attribution 4.0 International License.
