MODEL FOR ANALYZING BLENDED LEARNING IN HIGHER EDUCATION

In this research we test a multidimensional model for analyzing blended learning methodologies in Higher Education. This includes the opinion of Education students about online learning and the role of teachers in the same. It also includes their opinion about a model based on the following categories: student performance; teacher performance; opinion about the method of learning; and some statistics of platform access and use. We verify that blended learning methodologies can be useful in the changes carried out in the Higher Education institutions in their way towards the European Higher Education Area (EHEA). We can check this statement by studying students' opinions before and after the development of a blended learning process, by relating the participation of the students and their learning outcomes. Through a mixed approach we collect quantitative data (Likert scale items in questionnaires) and qualitative data (forum and open questions). These data confirm that according to the students, this path of learning is more positive than the traditional one, though we have to reflect on negatives issues. Between these unfavorable issues, students highlight that the workload in a blended learning experience is considerably higher than in a traditional face to face process. Because of this we must think about adjusting methodological and organizational principles in Higher Education to these new realities.