The University of Malaga launched its virtual campus in 2004 to provide technical and pedagogical support for e-learning initiatives. In 2012, it began a program to promote blended learning in master's degree subjects by providing grants and training to teachers who adapted their courses. Participation grew from 58 subjects in 2013-14 to 66 in 2014-15. An evaluation found that while teachers adapted resources well, implementing blended learning across all subjects proved challenging due to issues with content adaptation, mixing formats, and student motivation and preparation. Improvements are needed to better define virtual and offline activities and support for both teachers and students.

1. Speaker e-mail: dlopez@uma.es

2.  E-learning service was created in1998, and in 2004-05
UMA Virtual Campus was launched
 Technical and formation services
 Provide support for technical and pedagogical for ICT
 Support to computer laboratories as educational
resources

3.  Initiative of the UMA Master's and Doctorate International
School
◦ Increase numbers of students in low subscription Masters
◦ Provide postgraduate offer for workers and professionals
 In 2012-13, the promotion of a call for blended learning
method in subjects of Master’s degree
 The candidates had to fulfill
◦ Knowledge about online learning resources
◦ Attend a training course about blended learning
◦ Commit to adapt theirs activities and the contents
◦ Collaborate with E-learning Service

4.  Faculty grants
◦ Reduction of face-to-face classes
◦ Increase official recognition (10 hours per 1 ECTS credit instead
of 7.4 )
 Participation in course 2013-14
◦ 58 subjects
◦ 7 Masters ( 1 included all subjects )
 Participation in course 2014-15
◦ 66 subjects
◦ 8 Masters ( 3 include all subjects )

5.  B-learning training seminar
◦ Technologic resources
 LMS resources ( forums, quiz, workshop, ...)
 Webinars ( Adobe Connect and Big Blue Button )
 Multimedia contents ( Adobe Presenter and Camtasia Studio )
 Virtual Lab ( Virtual Desktop Infrastructure ) remote access to
academic software
◦ Method strategies and schedule
 Planning offline and online activities
 Adaptation evaluation activities and grades
 Teachers had to modify subject guide for B-learning
approach

6.  At the end of the 2013-14 course, teachers reported their
resource adaptations
Resources adapted Percent of Subjects 2013-
14
LMS as Contents Management 100%
Online Magister classes 20%
Multimedia content creation 45%
Online interactions (F-S and S-S) 70%
Virtual Labs 12%
Virtual meeting service 15%

7.  Faculty report in summary
◦ Spend too much time to adapt contents
◦ Problems to adapt activities and face-to-face classes
◦ Student motivation
 Student suggestions
◦ More information about schedule and evaluation method
◦ Problems for mixing blended and in-class subjects
◦ Face-to-face classes activities in B-learning

8.  Interesting experience but not total successful in
implementing learning in all subjects
 Blended learning Master’s degree for all subjects
 Define subject using virtual approach and utilize
face-to-face classes for offline activities
 Information for students
 Reconsider subject guide and teacher training