Ensino híbrido em cursos de graduação presenciais das universidades federais : uma análise da regulamentação

• Autor(a) principal: Silva, Michele Rejane Coura da
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1038
• topic: Portaria n.o 4.059/2004; Semipresencialidade; Blended learning; Ensino híbrido; Hibridização do ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Decree no 4.059/2004; Semi-presence modality; Blended learning; Hybrid education; Hybridization of education

The integration between face-to-face and online learning, so-called blended learning, has been the focus of worldwide studies. In Brazil, the regulation of semi-presence modality via decree no 4.059/2004, allowed the blended learning (or hybrid learning) to be implemented in higher education institutions. In this mode the courses can be taught up to 20% of the total hours in blended format. It means that part of the hours scheduled for the classroom curriculum components would be used for the development of semi-presence educational practices and activities, using the information and communication technologies. Eleven years after the publication of this ordinance, little is known about this educational tool. The theoretical basis of the study deals with the institutionalization of distance and blended learning, making the approach to the main concepts. Considering its regulation, the aim of this study was to analyze how the federal universities are offering blended learning in its in undergraduate courses. For the development of this research, which had a qualitative method with descriptive exploratory purposes, document analysis of the regulations authorizing the implementation of blended education in federal universities was held, as well as the usage of a diagnostic questionnaire to support the collection of information in the research. The review of such regulations has shown that many of the texts studied don't clearly specify how the blended learning should be organized, nor how the university must deploy the hybrid activities. The analysis of the data indicates a deep misunderstanding concerning the use of these technologies and how they should be adapted by the traditional undergraduate courses.