Hybrid teaching-learning model, an alternative for educational inclusion in the continuing education of university teachers

Abstract

The importance attributed to the professionalization of university professors demands constant reflection on educational demands and the possibilities of implementing viable training strategies due to their adaptation to time and the utilization of available spaces and resources. In this regard, the call to use information and communications technologies in learning is shifting to another primary requirement: inclusion and the opportunities offered by the hybrid teaching-learning model for these purposes. Consequently, the member repeatedly asks how to contribute to the continuing education of university professors for the application of the hybrid inclusive teaching-learning model. Therefore, the objective was to identify the theoretical and methodological foundations for using the hybrid teaching-learning model as an alternative for educational inclusion in the continuing education of university professors. In fulfilling this purpose, a systematization of the authors' experiences and reflections was developed based on the content analysis of a group of sources on academic networks. The process presented the opportunity of having a hybrid teaching-learning model for both teacher and student training.