B-learning as a teaching-learning strategy for Epistemology at a higher level.

Abstract

The objective of this research was to identify the level of student satisfaction regarding teaching strategies in the b-learning modality for the subject of Epistemology and Pedagogy, taught at the Universidad Veracruzana. A quantitative, transversal, and exploratory approach was used that included the development of classes during a semester with three groups of students (n=95), to whom the Satisfaction Questionnaire with b-learning methodology (CSMB) was applied, the dimensions of which are: face-to-face and online learning activities, interaction in face-to-face and virtual environments, evaluation, and general satisfaction. The results show a high degree of satisfaction in learning activities that involve face-to-face interaction, in addition to generally preferring the b-learning modality rather than only face-to-face work.