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Profile Issues in Teachers` Professional Development
versão impressa ISSN 1657-0790
Resumo
TAMAYO CANO, Luis Hernando; RIASCOS GOMEZ, Andrés Felipe e PINEDA HOYOS, Jorge Eduardo. Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices. profile [online]. 2023, vol.25, n.1, pp.193-210. Epub 02-Fev-2023. ISSN 1657-0790. https://doi.org/10.15446/profile.v25n1.101316.
This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students’ context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.
Palavras-chave : blended learning; English as a foreign language; needs analysis; program design; university curriculum.