Didactic Interactions and Knowledge Production in Blended Learning: A Case Study in Higher Education

Turpo-Gebera O.; Chirinos-Tovar K.; Cáceres-Campoverde J. · Edutec (2025) · DOI: 10.21556/edutec.2025.92.3761

Resumen

Blended Learning (BL) combines face-to-face and virtual classes to promote flexible didactic interaction, collaboration, and the use of technologies, enhancing autonomy and meaningful learning. This case study, conducted with 28 postgraduate students, analyzes didactic interactions in knowledge construction within the BL modality, focusing on the organization of dynamics between students, teachers, and content, as well as participation roles. Using qualitative and quantitative methods, the dimensions "how it is done," "what is done," and "who does it" in the learning process are examined. The results show that synchronous and asynchronous interactions are key to the acquisition and application of concepts, with virtual environments being more effective in generating quality content. Students take on a more active and autonomous role, fostering collaborative learning. It is concluded that BL supports knowledge construction and student autonomy, but it is recommended to improve the diversity of ideas and explore its long-term impact.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad César Vallejo