70986 20180619160222.0 doi 10.1016/j.sbspro.2017.02.120 sideral 105117 ART-2017-105117 eng (orcid)0000-0003-2033-9792 Soler, R. Universidad de Zaragoza Subjects in the blended learning model design. Theoretical-methodological elements 2017 Access copy available to the general public Unrestricted Curriculum design at different levels explains the intentions of an educational project in its particular context. The subjects design is specified in micro planning, and orients didactics around the questions of the teaching and learning process in the classroom. This research was conducted in order to determine theoretical-methodological elements for the design of courses following the blended learning model. As point of departure, two questions were considered: How others do it? And what do we count on to be able to perform subjects based on this model? The method used was based on the case study, from a hermeneutic-phenomenological approach. Quantitative and qualitative techniques were also used such as surveys, interviews, and documentary analysis. Results are specified in a proposal that integrates three dimensions: intentions and principles, scope and development, and assessment. info:eu-repo/semantics/openAccess by-nc-nd http://creativecommons.org/licenses/by-nc-nd/3.0/es/ info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion (orcid)0000-0003-1829-672X Soler, J.R. Araya, I. 4001 215 Universidad de Zaragoza Departamento de Ciencias de la Educación Didáctica y Organización Escolar 237 (2017), 771-777 Procedia: social & behavioral sciences 1877-0428 182491 http://zaguan.unizar.es/record/70986/files/texto_completo.pdf Versión publicada 7019 http://zaguan.unizar.es/record/70986/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:70986 articulos driver 2018-06-19-13:48:04 ARTICLE