Blended learning: pratical experience in the classroom

Detalhes bibliográficos
Autor(a) principal: Santos, Luiz Henrique Alves dos
Data de Publicação: 2020
Outros Autores: Carvalho, Diego Fogaça, Silva, Angélica da Fontoura Garcia da, Rossetto, Hallynnee Héllenn Pires
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/4332
Resumo: This article has to analyze how interactive processes involving teacher, student and content were constituted in a discipline, developed in a blended learning model, known as inverted classroom. Such study was carried out in a course of Administration, specifically in the discipline Ethics, Politics and Society. Through participant observation, it was possible to analyze in class how the learning process was constituted, the interaction of the teacher's activity with the students when they solved a problem situation of the discipline. It was possible to identify, comparing with the traditional teaching model, that the student becomes the center of the teaching and learning process and the teacher, many times, is configured as an advisor on the path that the student needs to go.
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spelling Blended learning: pratical experience in the classroomEnseñanza híbrida: experiencia práctica en el aulaEnsino híbrido: experiência prática em sala de aulaBlended learningStudent-teacher interactionAdministration teaching.Enseñanza HíbridaInteracción Alumno-ProfesorEnseñanza administrativa.Ensino híbridoInteração aluno-professorEnsino de administração.This article has to analyze how interactive processes involving teacher, student and content were constituted in a discipline, developed in a blended learning model, known as inverted classroom. Such study was carried out in a course of Administration, specifically in the discipline Ethics, Politics and Society. Through participant observation, it was possible to analyze in class how the learning process was constituted, the interaction of the teacher's activity with the students when they solved a problem situation of the discipline. It was possible to identify, comparing with the traditional teaching model, that the student becomes the center of the teaching and learning process and the teacher, many times, is configured as an advisor on the path that the student needs to go.Este artículo tiene como objetivo analizar cómo los procesos interactivos que involucran al maestro, el alumno y el contenido se constituyeron en una disciplina, desarrollada en un modelo de enseñanza híbrido, conocido como aula invertida. Dicho estudio se realizó en un curso de Administración, específicamente en la disciplina Ética, Política y Sociedad. A través de la observación participante, fue posible analizar en clase cómo se constituyó el proceso de aprendizaje, la interacción de la actividad del maestro con los estudiantes cuando resolvieron una situación problemática de la disciplina. Fue posible identificar, en comparación con el modelo de enseñanza tradicional, que el alumno se convierte en el centro del proceso de enseñanza y aprendizaje y que el maestro, muchas veces, se configura como un asesor en el camino que el alumno debe seguir.Este artigo tem por objetivo analisar como se constituíram os processos interativos envolvendo professor, aluno e conteúdo em uma disciplina desenvolvida no modelo de Ensino Híbrido, conhecido como sala de aula invertida. O estudo foi realizado em um curso de Administração, especificamente na disciplina Ética, Política e Sociedade. Por meio da observação participante, foi possível analisar, nas aulas, a constituição do processo de aprendizagem, a interação do professor com os alunos quando resolviam uma situação-problema da disciplina. Pôde-se identificar, ainda, comparando com o modelo tradicional de ensino, que o aluno passa a ser o centro do processo de ensino e aprendizagem e o professor, muitas vezes, configura-se um orientador do caminho que o aluno precisa percorrer.Research, Society and Development2020-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/433210.33448/rsd-v9i7.4332Research, Society and Development; Vol. 9 No. 7; e462974332Research, Society and Development; Vol. 9 Núm. 7; e462974332Research, Society and Development; v. 9 n. 7; e4629743322525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/4332/3633Copyright (c) 2020 Luiz Henrique Alves dos Santos, Diego Fogaça Carvalho, Angélica da Fontoura Garcia da Silva, Hallynnee Héllenn Pires Rossettoinfo:eu-repo/semantics/openAccessSantos, Luiz Henrique Alves dosCarvalho, Diego FogaçaSilva, Angélica da Fontoura Garcia daRossetto, Hallynnee Héllenn Pires2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/4332Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:28:13.301016Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Blended learning: pratical experience in the classroom
Enseñanza híbrida: experiencia práctica en el aula
Ensino híbrido: experiência prática em sala de aula
title Blended learning: pratical experience in the classroom
spellingShingle Blended learning: pratical experience in the classroom
Santos, Luiz Henrique Alves dos
Blended learning
Student-teacher interaction
Administration teaching.
Enseñanza Híbrida
Interacción Alumno-Profesor
Enseñanza administrativa.
Ensino híbrido
Interação aluno-professor
Ensino de administração.
title_short Blended learning: pratical experience in the classroom
title_full Blended learning: pratical experience in the classroom
title_fullStr Blended learning: pratical experience in the classroom
title_full_unstemmed Blended learning: pratical experience in the classroom
title_sort Blended learning: pratical experience in the classroom
author Santos, Luiz Henrique Alves dos
author_facet Santos, Luiz Henrique Alves dos
Carvalho, Diego Fogaça
Silva, Angélica da Fontoura Garcia da
Rossetto, Hallynnee Héllenn Pires
author_role author
author2 Carvalho, Diego Fogaça
Silva, Angélica da Fontoura Garcia da
Rossetto, Hallynnee Héllenn Pires
author2_role author
author
author
dc.contributor.author.fl_str_mv Santos, Luiz Henrique Alves dos
Carvalho, Diego Fogaça
Silva, Angélica da Fontoura Garcia da
Rossetto, Hallynnee Héllenn Pires
dc.subject.por.fl_str_mv Blended learning
Student-teacher interaction
Administration teaching.
Enseñanza Híbrida
Interacción Alumno-Profesor
Enseñanza administrativa.
Ensino híbrido
Interação aluno-professor
Ensino de administração.
topic Blended learning
Student-teacher interaction
Administration teaching.
Enseñanza Híbrida
Interacción Alumno-Profesor
Enseñanza administrativa.
Ensino híbrido
Interação aluno-professor
Ensino de administração.
description This article has to analyze how interactive processes involving teacher, student and content were constituted in a discipline, developed in a blended learning model, known as inverted classroom. Such study was carried out in a course of Administration, specifically in the discipline Ethics, Politics and Society. Through participant observation, it was possible to analyze in class how the learning process was constituted, the interaction of the teacher's activity with the students when they solved a problem situation of the discipline. It was possible to identify, comparing with the traditional teaching model, that the student becomes the center of the teaching and learning process and the teacher, many times, is configured as an advisor on the path that the student needs to go.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-22
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://rsdjournal.org/index.php/rsd/article/view/4332
10.33448/rsd-v9i7.4332
url https://rsdjournal.org/index.php/rsd/article/view/4332
identifier_str_mv 10.33448/rsd-v9i7.4332
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/4332/3633
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 7; e462974332
Research, Society and Development; Vol. 9 Núm. 7; e462974332
Research, Society and Development; v. 9 n. 7; e462974332
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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