Abstract

FLORES ZAVALETA, Cecilia Esperanza et al. The designer teacher. Practices and challenges in the blended design of a writing course for first-year college students. Perfiles educativos [online]. 2021, vol.43, n.172, pp.26-41.  Epub Jan 31, 2022. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2021.172.59272.

The main aim of this research was to evaluate the satisfaction and academic performance levels of a group of college students who participated in a blended writing program, which integrated a social network and the learning management system: Blackboard. In accordance with the Educational Design Research (EDR) methodological approach, the program underwent iterative processes of analysis, implementation, and evaluation during three consecutive academic cycles. In order to find out the satisfaction level we conducted a survey based on a Likert scale. Furthermore, we used the student grades and averages to obtain the relevant performance data. Our analysis led to the conclusion that the program achieves high satisfaction rates; however, academic performance did not increase when compared to the face-to-face version of the same course.

Keywords : Higher education; Writing; Instructional design; Social networks; Learning management systems; Research-teaching relationship.

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