000			02866nam0a22003250i04500
001			UTC-124537
005			20240326112758.0
008			240325s2023####ec#####grm####00####spa#d
082			_aPROYECTO 370 M743bl
100			_aMonga Armas, Ana Lisbeth
245			_aBlended learning in english language teaching _cAna Lisbeth, Monga Armas
264			_aEcuador :
264			_aLatacunga ;
264			_aExtensión Pujilí ; _bUniversidad Técnica de Cotopaxi ; _c2023
300			_a54 páginas ; _c30 cm
336			_atexto _btxt _2rdacontent
337			_ano mediado _bn _2damedia
338			_avolumen _bnc _2rdacarrier
500			_aIncluye CD-Rom y Anexos
502			_aProyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Rosero, Jorge ; Dir.
505			_a1.General information. 2. Problem statement. 3. Objectives. 4. Activities and task system in relation to the objectives proposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12. Appendices..
506			_aLOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
520			_aThe post-pandemic is a relevant issue within educational changes. Teachers and students had to combine teaching and learning modalities. Blended learning was considered as a methodology that supports these educational processes. That is why the objective of the research was to describe teachers´ perceptions of blended learning to teach English in the post-pandemic period. This research project used a descriptive qualitative method. The data was collected through an open interview. Main finding to two English teachers from the Isidro Ayora School. The main findings showed that there is no difference in teachers´ experiences with blended learning according to the educational level of the student. Blended learning in the pandemic was a change faced by teachers when teaching. Blended learning after the pandemic, was a transition and combination of methodologies for the adaptation of resources and blended learning strategies for teaching English had as strategies and activities supported by the use of technological resources to improve students´ skills. In conclusion, blended learning in the post-pandemic period leads to the implementation of activities and strategies that support face-to-face through the use of technological tools.
526			_aCarrera de Licenciatura en Pedagogía de Lenguas Nacionales y Extranjeras ;
526			_aEspecialidad en Inglés
526			_aIngles
650			_aEDUCACIÓN INGLÉS _aENSEÑANZA-LÍNEA _aENSEÑANZA-APRENDIZAJE.
856			_uhttp://repositorio.utc.edu.ec/bitstream/27000/9853/1/PP-000173.pdf _yDocumento
942			_2ddc _cTES _n0
999			_c20078 _d20078