The Pedagogical Singularity of Blended Learning
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
DOI: | 10.18264/eadf.v10i1.948 |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/948 |
Resumo: | This paper aims to demonstrate the pedagogical uniqueness of Blended Learning, considering the respective theoretical discussions, as recorded in the literature. Moreover, as it deals with the construction of theoretical and methodological options for the construction of a pedagogy that is unique only to Blended Learning, which makes it distinct from both face-to-face and distance learning, then the research method adopted was the of bibliographic review. The justification that motivated our research was the finding of countless controversies involving the subject, to the point that there is no unanimity about what is Blended Learning, what is not. In the end, this research allowed us to deduce that what distinguishes hybrid teaching is its pedagogy, which converges the face-to-face environment to the virtual one inseparably, from pedagogical actions that, in order to be finalized, require activities in these two environments. Keywords: Blended. Learning. Singularity. Pedagogical. |
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The Pedagogical Singularity of Blended LearningA Singularidade Pedagógica do Ensino HíbridoThis paper aims to demonstrate the pedagogical uniqueness of Blended Learning, considering the respective theoretical discussions, as recorded in the literature. Moreover, as it deals with the construction of theoretical and methodological options for the construction of a pedagogy that is unique only to Blended Learning, which makes it distinct from both face-to-face and distance learning, then the research method adopted was the of bibliographic review. The justification that motivated our research was the finding of countless controversies involving the subject, to the point that there is no unanimity about what is Blended Learning, what is not. In the end, this research allowed us to deduce that what distinguishes hybrid teaching is its pedagogy, which converges the face-to-face environment to the virtual one inseparably, from pedagogical actions that, in order to be finalized, require activities in these two environments. Keywords: Blended. Learning. Singularity. Pedagogical.Este trabalho tem como objetivo principal demonstrar a singularidade pedagógica do ensino híbrido, considerando-se as respectivas discussões teóricas, conforme registradas na literatura. Além disso, como se trata da construção de opções teóricas e metodológicas para a construção de uma pedagogia que seja peculiar apenas ao ensino híbrido, que lhe faça distinto tanto do ensino presencial quanto do ensino à distância, então, o método de pesquisa adotado foi o de revisão bibliográfica. A justificativa que motivou a nossa pesquisa foi a constatação das inúmeras controvérsias envolvendo o tema, ao ponto de não haver unanimidade sobre o que é ensino hibrido, e o que não é. Ao final, esta pesquisa nos permitiu deduzir que o que distingue o ensino híbrido é a sua pedagogia, que faz convergir o ambiente presencial ao virtual de maneira indissociável, a partir de ações pedagógicas que, para serem finalizadas, necessitam de atividades nesses dois ambientes. Palavras-Chave: Ensino. Híbrido. Singularidade. Pedagógica. Fundação Cecierj2020-06-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/94810.18264/eadf.v10i1.948EaD em Foco; Vol. 10 No. 1 (2020)EaD em Foco; Vol. 10 Núm. 1 (2020)EaD em Foco; v. 10 n. 1 (2020)2177-8310reponame: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/948/537BrasilCopyright (c) 2020 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBrito, Jorge Maurício da Silva2020-07-30T19:32:59ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG |
dc.title.none.fl_str_mv |
The Pedagogical Singularity of Blended Learning A Singularidade Pedagógica do Ensino Híbrido |
title |
The Pedagogical Singularity of Blended Learning |
spellingShingle |
The Pedagogical Singularity of Blended Learning The Pedagogical Singularity of Blended Learning Brito, Jorge Maurício da Silva Brito, Jorge Maurício da Silva |
title_short |
The Pedagogical Singularity of Blended Learning |
title_full |
The Pedagogical Singularity of Blended Learning |
title_fullStr |
The Pedagogical Singularity of Blended Learning The Pedagogical Singularity of Blended Learning |
title_full_unstemmed |
The Pedagogical Singularity of Blended Learning The Pedagogical Singularity of Blended Learning |
title_sort |
The Pedagogical Singularity of Blended Learning |
author |
Brito, Jorge Maurício da Silva |
author_facet |
Brito, Jorge Maurício da Silva Brito, Jorge Maurício da Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Brito, Jorge Maurício da Silva |
description |
This paper aims to demonstrate the pedagogical uniqueness of Blended Learning, considering the respective theoretical discussions, as recorded in the literature. Moreover, as it deals with the construction of theoretical and methodological options for the construction of a pedagogy that is unique only to Blended Learning, which makes it distinct from both face-to-face and distance learning, then the research method adopted was the of bibliographic review. The justification that motivated our research was the finding of countless controversies involving the subject, to the point that there is no unanimity about what is Blended Learning, what is not. In the end, this research allowed us to deduce that what distinguishes hybrid teaching is its pedagogy, which converges the face-to-face environment to the virtual one inseparably, from pedagogical actions that, in order to be finalized, require activities in these two environments. Keywords: Blended. Learning. Singularity. Pedagogical. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/948 10.18264/eadf.v10i1.948 |
url |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/948 |
identifier_str_mv |
10.18264/eadf.v10i1.948 |
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/948/537 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 EaD em Foco https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 EaD em Foco https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brasil |
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. 10 No. 1 (2020) EaD em Foco; Vol. 10 Núm. 1 (2020) EaD em Foco; v. 10 n. 1 (2020) 2177-8310 reponame:EAD em Foco instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) instacron:CECIERJ |
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Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
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CECIERJ |
institution |
CECIERJ |
reponame_str |
EAD em Foco |
collection |
EAD em Foco |
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repository.mail.fl_str_mv |
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1822089726439456768 |
dc.identifier.doi.none.fl_str_mv |
10.18264/eadf.v10i1.948 |