Acosta, J., & Guerra, M. A. (2022, August), Validating Guerra's Blended Flexible Learning framework for Engineering Courses  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40814

\bibitem{asee_peer_40814}
  Acosta, J., \& Guerra, M. A. (2022, August), \emph{Validating Guerra's Blended Flexible Learning framework for Engineering Courses}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40814

Johanna Acosta and Miguel Andrés Guerra.  "Validating Guerra's Blended Flexible Learning framework for Engineering Courses".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40814 Internet.  15 Dec, 2024

\bibitem{asee_peer_40814}
  Johanna Acosta and Miguel Andrés Guerra.
  "Validating Guerra's Blended Flexible Learning framework for Engineering Courses".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40814 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_40814
author = "Johanna Acosta and Miguel Andrés Guerra"
title = "Validating Guerra's Blended Flexible Learning framework for Engineering Courses"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40814}
number = {10.18260/1-2--40814}
}

TY  - CPAPER
AB  - Guerra’s BFL Framework adapts BFL pedagogies to engineering courses. This paper portrays a pedagogical framework for engineering courses that adapts to many constraints presented to students and instructors. The framework stands on Blended and Flexible Learning (BFL) theory, supports the design of a semester into modules and themes, and combines synchronous and asynchronous activities. The framework proposed by GGGGG was validated through a 4-day workshop with over 100 engineering professors through North, Central and South America. The workshop showed Guerra’s BFL framework, guided the participants to design at least one module in the proposed framework, and the workshop was formatted using such framework. From the responses of the participants, the authors discuss the adaptability and best practices to design courses under the proposed framework and explore the avenues academia could take to form new pedagogical approaches. Implications for research and practice are provided.
AU  - Johanna Acosta
AU  - Miguel Andrés Guerra
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Validating Guerra's Blended Flexible Learning framework for Engineering Courses
UR  - https://peer.asee.org/40814
DO  - 10.18260/1-2--40814
ER  -