Blended learning in Higher Education: the scenery of national and international research
DOI:
https://doi.org/10.33448/rsd-v9i11.9828Keywords:
Blended Learning; Higher Education Training Spaces; Teaching; Information and communication technologies (ICT).Abstract
The thematic focus of this study is the Systematic Literature Review (RSL) movement carried out in Education Research, whose focus of the RSL practice was to contemplate the reference axes of the investigation, embodied in the possibilities found in the theoretical-conceptual-methodological context of the Blended Learning (BL), at the national and international level based on the referring researchers on the topic; in order to list educational research on the subject in Higher Education. The results show the BL beyond a pedagogical-technological tendency to think about the training spaces in Higher Education, connecting and questioning what, with what, how and who to teach/train. It is essential to highlight the little scientific production in national journals on the subject and, consequently, rare Brazilian theorists addressing BL in education, at any level of education. The BL is today one of the most accentuated trends in the teaching and learning process, reconfiguring the educational possibilities of training spaces (face-to-face and virtual).
References
Adell, L., & Castañeda, L. (2012). Tecnologias emergentes, pedagogia emergentes. Em: J. Hernández, M. Pennesi, D. Sobrino y A. Vázquez (coord.). Tecnologias emergentes em educación com TIC. Barcelona. Revista Associación Espiral, Educación y tecnologia. 13-32.
Arregui, E., Martín, A., & Gonçalves, F. (2013). Ecosistemas de formación blended learning en la práctica universitaria. Valoración de los estudiantes sobre su implementación y efectos en los estilos de aprendizaje. Revista Portuguesa de Educação, 26(1), 143-177.
Andrade, M., & Coutinho, C. (2016). Implementing flipped classroom in Blended learning environments: a proposal based on the cognitive flexibility theory. Revista Journal of Interactive Learning Research, 1115-1125.
Bolzan, D., Isaia, M., & Maciel, A. (2013). Formação de professores: a construção da docência e da atividade pedagógica na Educação Superior. Revista Diálogo Educacional, 13(38), 49-68.
Carvalho, E. T., & Oliveira, F. (2020). O MOODLE como ferramenta de apoio à modalidade presencial no Campus Bela Vista: Percepção dos professores do Curso de Licenciatura em Química. Research, Society and Development, 9(1), e04911521-e04911521.
Christensen, C., Horn, M., Staker, H. (2016). Ensino híbrido: uma Inovação Disruptiva? Uma introdução à teoria dos híbridos. Clayton Christensen Institute for disruptive innovation.
Costa, R., Fernandes, J., & Peres, P. (2016). Putting order into our universe: the concept of Blended Learning. Special Issue" e-Vocabularies and e-Learning", Education Sciences–Open Access Journal, Educ. Sci. 2016, 6 (2), 15, 1-18.
Dominguez, F. (2019). Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem. Dissertação de Mestrado em Educação, Universidade Federal de Santa Maria, Brasil.
ECAR, EDUCAUSE Center for Analysis and Research. (2017). Faculty use of course management systems. Study Faculty e Graduate Student Information Technology. Colorado: 97 p.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, principles and Guidelines. San Fransisco, CA: Jossey-Bass.
Graham, C. R. (2019). Blended learning systems: definition, current trends, and future directions. In: Bonk, C. J., Graham, C. R., Cross, J., Moore. M. J. (eds.) The handbook of blended learning: global perspectives, local designs. São Francisco: EFeiffer Publishing, 30-41.
Horn, M. B., & Staker, H. (2015). Blended: Usando a inovação disruptiva para aprimorar a educação. Tradução: Maria Cristina Gularte Monteiro. Porto Alegre: Penso.
Kenski, V. (2003). Tecnologias e ensino presencial e a distância. Campinas: Papirus Editora.
Martín, A., Sánchez, M. (2014). Modelo predictivo de la intención de adopción de Blended learning en profesores universitarios. Universitas Psychologica, 13(2), 601-614.
Mattar, J., Piovezan, M. B., Souza, S., Santos, C. C., & Santos, A. I. dos. (2020). Critical presentation of the European Digital Competence Framework (DigComp) and related frameworks. Research, Society and Development, 9(4), e172943062. https://doi.org/10.33448/rsd-v9i4.3062.
Padilla-Beltrán, J., & Rincón-Caballero, D. (2017). Aspectos psicosociales del rol docente en la modalidad B-Learning de la Universidad Militar Nueva Granada. Revista de Ciencias Sociales: El Ágora USB, 17(2).
Padilla-Beltrán, J., & Silva, W. (2017). Impacto de las TIC en las representaciones sociales de los docentes en la modalidad B-Learning. Revista Civilizar Ciencias Sociales y Humanas, 17(32), 161-170.
Pasin, D., Delgado, H. (2017). O ensino híbrido como modalidade de interação ativa e reflexão crítica: relato de uma experiência docente no Brasil. Revista Texto Livre: Linguagem e Tecnologia. 10(2).
NMC Horizon (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: New Media Consortium.
Santos, L. H. A., Carvalho, D. F., Silva, A. F. G., & Rossetto, H. H. P. (2020). Blended learning: pratical experience in the classroom. Research, Society and Development, 9(7), 1-13, e462974332.
Souza, P., La Torre, O., & Peixoto, G. (2020). Rotação por estações: experimentação de uma proposta didática a alunos do ensino médio, no estudo de progressões por meio dos fractais. Research, Society and Development, 9(10), e4219108804-e4219108804.
Tori, R. (2009). Cursos híbridos ou blended learning. In: Litto, F. M.; Formiga, M. (Org.). Educação a Distância: o estado da arte. São Paulo: Pearson Education Hall, 121-128.
Valente, J. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar em Revista, Edição Especial (4), 79-97, Curitiba.
Vaughan, N. D. (2010). Blended community of inquiry approach: linking student engagement and course redesing. Internet and Higher Education, (13), 60-65.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Fabiane da Rosa Dominguez ; Adriana Moreira da Rocha Veiga; Mario Vásquez Astudillo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.