Good Teaching Practice and Quality Indicators for Virtual and Blended Learning: Project Matrix

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning: Project Matrix

M. Esther del Moral Pérez (University of Oviedo, Spain) and Lourdes Villalustre Martínez (University of Oviedo, Spain)
Copyright: © 2011 |Pages: 15
DOI: 10.4018/jdldc.2011010104
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Abstract

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.
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Context

The M.A.T.R.I.X. project was financed by the Ministry of Education (Spain) under the Research and Analysis Programme and it was carried out during the 2007/2008 academic year, with the involvement of some twenty researchers. A sample of fourteen different degree courses were assessed, all taught totally or partially on the G9 Shared Virtual Campus (SVC), by the five Spanish Universities of Oviedo, Navarra (Public), Basque Country, Extremadura and Zaragoza.

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