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The aim of this study was to identify segments of university professors with different predispositions and use of the blended-learning methodology in their teaching routine. Predictor variables were taken from individual socio-demographic and professional characteristics; each one of the phases of adoption typified in the Theory of Diffusion of Innovation, proposed by E. Rogers, were taken as criterion variables. The study involved 486 teachers from different universities in the Autonomous Community of Castilla y León (Spain). Data treatment was run via segmentation analysis using the CHAID algorithm. The results showed that the prior training on b-learning as the main predictor variable in 4 of the 5 classification trees obtained. The paper concludes by emphasizing the importance of knowing the expansion phases of the b-learning adoption process in academics, identifying user types or profiles based on individual characteristics, in order to inform decision-making by the university administrators interested in accelerating the dissemination of such educational innovations. [ABSTRACT FROM AUTHOR]

As the society integrates the inclusion model in their policies and dynamics, Universities will also articulating measures to address and respond to students with disabilities, and technology plays a crucial role as inclusive tool. The convergence process among technology, disability and education, necessarily involves the reformulation of the concept of accessibility, which has undergone an evolution from models focusing on purely technological issues to contextual approaches in which the educational scenario begins to emerge itself as an own environment. This paper proposes an innovative model of intervention in the processes of planning and development of accessibility, which tries to cover the gap generated by the technological frameworks, providing an educational approach capable of guiding decision-making process in order to implement an inclusive culture in Universities. [ABSTRACT FROM AUTHOR]

The educational innovation projects carried out in work groups constitute a valuable strategy in teachers' education. In this paper a multicase qualitative study is presented. It is aimed to advance the understanding of the processes involved in educational innovations. A qualitative analysis of five cases of university lecturers taking part in different work groups was developed. Lecturers were selected from different degrees from the University of Malaga. All of them have been involved in educational innovation programmes for at least three years. Data were collected from document analysis, in-depth interviews, participant observation and field diaries. Results from qualitative analysis allow us to integrate different views and increase our knowledge on the internal structure of educational innovations. Conclusions regarding processes of educational innovation and methodological concerns are included. [ABSTRACT FROM AUTHOR]