Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network

Detalhes bibliográficos
Autor(a) principal: Silva, Fabíola Freire da
Data de Publicação: 2024
Outros Autores: Larré, Julia Maria Raposo Gonçalves de Melo
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2072
Resumo: It is irrefutable that the pandemic caused by Covid-19 has had major impacts on society as a whole. Concerning the educational field, Digital Information and Communication Technologies (TDIC) were suddenly incorporated through emergency remote teaching which, a posteriori, occasionally opened space for hybrid experiences. Hybrid teaching or blended learning is pointed out as the biggest educational trend for this century, considering that it is not limited to a single mode, time and space, in addition, DICT can be great allies to the teaching-learning process (Staker; Horn, 2015); (Bacich; Moran, 2018). Given this, considering the time frame of the health crisis, specifically the 2021.2 and 2022.1 semesters, the general objective of this study is to analyze the potentialities and limitations related to the application of blended learning in higher education courses at a public institution in the federal network. For this, two specific objectives were traced: (i) characterize the pedagogical practices implemented, through blended teaching, strictly considering the aforementioned academic semesters; (ii) identify potentialities and limitations related to blended learning, in the perceptions of professors and students at the investigated institution. Regarding the applied methodology, it has a mixed approach, being in the initial qualitative phase and later quantitative, in addition it is a research of applied nature, characterized as a case study. It is noteworthy that this work comes from a master's degree research, in which it was possible to map the potentialities and limitations experienced by students and teachers with the implementation of blended learning, reflect and discuss them from the published scientific foundations and, above all, bring results that make it possible to generate changes and improvements to the educational process.   Keywords: Distance education. Higher education. Digital technologies. Blended learning. .
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spelling Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal NetworkEnsino Híbrido: um Estudo de Caso Acerca das Experiências Vivenciadas por Professores e Estudantes de Cursos de Nível Superior de uma Instituição Pública da Rede Federal Educação a distânciaEnsino superiorTecnologias digitaisEnsino híbrido Distance education Digital technologiesHigher educationBlended learningIt is irrefutable that the pandemic caused by Covid-19 has had major impacts on society as a whole. Concerning the educational field, Digital Information and Communication Technologies (TDIC) were suddenly incorporated through emergency remote teaching which, a posteriori, occasionally opened space for hybrid experiences. Hybrid teaching or blended learning is pointed out as the biggest educational trend for this century, considering that it is not limited to a single mode, time and space, in addition, DICT can be great allies to the teaching-learning process (Staker; Horn, 2015); (Bacich; Moran, 2018). Given this, considering the time frame of the health crisis, specifically the 2021.2 and 2022.1 semesters, the general objective of this study is to analyze the potentialities and limitations related to the application of blended learning in higher education courses at a public institution in the federal network. For this, two specific objectives were traced: (i) characterize the pedagogical practices implemented, through blended teaching, strictly considering the aforementioned academic semesters; (ii) identify potentialities and limitations related to blended learning, in the perceptions of professors and students at the investigated institution. Regarding the applied methodology, it has a mixed approach, being in the initial qualitative phase and later quantitative, in addition it is a research of applied nature, characterized as a case study. It is noteworthy that this work comes from a master's degree research, in which it was possible to map the potentialities and limitations experienced by students and teachers with the implementation of blended learning, reflect and discuss them from the published scientific foundations and, above all, bring results that make it possible to generate changes and improvements to the educational process.   Keywords: Distance education. Higher education. Digital technologies. Blended learning. . É irrefutável que a pandemia provocada pela Covid-19 trouxe impactos importantes sobre toda a sociedade. Concernentemente ao campo educacional, as Tecnologias Digitais de Informação e Comunicação (TDIC) foram incorporadas subitamente por meio do ensino remoto emergencial, que, a posteriori, abriu espaço, pontualmente, para experiências híbridas. O ensino híbrido ou blended learning é apontado como uma tendência educacional para este século, tendo em vista que não se limita a um único modo, tempo e espaço. Além disso, as TDIC podem ser grandes aliadas do processo de ensino-aprendizagem (Staker; Horn, 2015); (Bacich; Moran, 2018). Dado isso, considerando o recorte temporal da crise sanitária, especificamente os semestres 2021.2 e 2022.1, o objetivo geral deste artigo foi analisar as potencialidades e limitações relacionadas à aplicação do ensino híbrido em cursos de nível superior de uma instituição pública da rede federal. Para isso, foram traçados dois objetivos específicos: (i) caracterizar as práticas pedagógicas implementadas, por meio do ensino híbrido, considerando estritamente os semestres letivos supramencionados; (ii) identificar as potencialidades e limitações relativas ao ensino híbrido, nas percepções dos docentes e discentes da instituição investigada. Relativamente à metodologia aplicada, possui abordagem mista, sendo na fase inicial qualitativa e, posteriormente, quantitativa. Ademais é uma pesquisa de natureza aplicada, caracterizada como estudo de caso. Ressalta-se que este trabalho é oriundo de uma pesquisa de mestrado, na qual foi possível mapear as potencialidades e limitações vivenciadas pelos discentes e docentes com a implementação do blended learning, refletir sobre elas e discuti-las a partir das fundamentações científicas publicadas e, sobretudo, trazer resultados que possibilitem gerar mudanças e aperfeiçoamentos ao processo educacional.   Palavras-chave: Educação a distância. Ensino superior. Tecnologias digitais. Ensino híbrido.    Fundação Cecierj2024-04-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/207210.18264/eadf.v14i1.2072EaD em Foco; Vol. 14 No. 1 (2024); e2072EaD em Foco; Vol. 14 Núm. 1 (2024); e2072EaD em Foco; v. 14 n. 1 (2024); e20722177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2072/914Copyright (c) 2024 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Fabíola Freire daLarré, Julia Maria Raposo Gonçalves de Melo2024-04-19T11:37:27Zoai:ojs.eademfoco.cecierj.edu.br:article/2072Revistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONGhttp://eademfoco.cecierj.edu.br/index.php/Revista/oai||eademfoco@cecierj.edu.br2177-83102177-8310opendoar:2024-04-19T11:37:27EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)false
dc.title.none.fl_str_mv Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
Ensino Híbrido: um Estudo de Caso Acerca das Experiências Vivenciadas por Professores e Estudantes de Cursos de Nível Superior de uma Instituição Pública da Rede Federal
title Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
spellingShingle Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
Silva, Fabíola Freire da
Educação a distância
Ensino superior
Tecnologias digitais
Ensino híbrido
Distance education
Digital technologies
Higher education
Blended learning
title_short Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
title_full Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
title_fullStr Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
title_full_unstemmed Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
title_sort Blended Learning: a Case Study About the Experiences Lived by Teachers and Students of Higher Level Courses at a Public Institution of the Federal Network
author Silva, Fabíola Freire da
author_facet Silva, Fabíola Freire da
Larré, Julia Maria Raposo Gonçalves de Melo
author_role author
author2 Larré, Julia Maria Raposo Gonçalves de Melo
author2_role author
dc.contributor.author.fl_str_mv Silva, Fabíola Freire da
Larré, Julia Maria Raposo Gonçalves de Melo
dc.subject.por.fl_str_mv Educação a distância
Ensino superior
Tecnologias digitais
Ensino híbrido
Distance education
Digital technologies
Higher education
Blended learning
topic Educação a distância
Ensino superior
Tecnologias digitais
Ensino híbrido
Distance education
Digital technologies
Higher education
Blended learning
description It is irrefutable that the pandemic caused by Covid-19 has had major impacts on society as a whole. Concerning the educational field, Digital Information and Communication Technologies (TDIC) were suddenly incorporated through emergency remote teaching which, a posteriori, occasionally opened space for hybrid experiences. Hybrid teaching or blended learning is pointed out as the biggest educational trend for this century, considering that it is not limited to a single mode, time and space, in addition, DICT can be great allies to the teaching-learning process (Staker; Horn, 2015); (Bacich; Moran, 2018). Given this, considering the time frame of the health crisis, specifically the 2021.2 and 2022.1 semesters, the general objective of this study is to analyze the potentialities and limitations related to the application of blended learning in higher education courses at a public institution in the federal network. For this, two specific objectives were traced: (i) characterize the pedagogical practices implemented, through blended teaching, strictly considering the aforementioned academic semesters; (ii) identify potentialities and limitations related to blended learning, in the perceptions of professors and students at the investigated institution. Regarding the applied methodology, it has a mixed approach, being in the initial qualitative phase and later quantitative, in addition it is a research of applied nature, characterized as a case study. It is noteworthy that this work comes from a master's degree research, in which it was possible to map the potentialities and limitations experienced by students and teachers with the implementation of blended learning, reflect and discuss them from the published scientific foundations and, above all, bring results that make it possible to generate changes and improvements to the educational process.   Keywords: Distance education. Higher education. Digital technologies. Blended learning. .
publishDate 2024
dc.date.none.fl_str_mv 2024-04-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2072
10.18264/eadf.v14i1.2072
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2072
identifier_str_mv 10.18264/eadf.v14i1.2072
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2072/914
dc.rights.driver.fl_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 14 No. 1 (2024); e2072
EaD em Foco; Vol. 14 Núm. 1 (2024); e2072
EaD em Foco; v. 14 n. 1 (2024); e2072
2177-8310
reponame:EAD em Foco
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