Palavras chave

Blended-learning, satisfação estudantil, ensino superior, tecnologia educativa, métodos de ensino, ensino virtual

Resumo

Este artigo expõe os resultados obtidos através de uma experiência de formação semipresencial apoiada no uso das redes, mais concretamente, a modalidade blended learning (b-learning) realizada com os estudantes de primeiro ano de licenciatura que cursavam a disciplina Filosofia e Física Introdutória na Pontifícia Universidade Católica “Madre y Maestra” da República Dominicana. Para isto, parte-se da apresentação e fundamentação do modelo teórico no qual se sustenta a experiência, ou seja, o b-learning, com ênfase na separação das atividades a serem realizadas nas sessões virtuais e presenciais. No estudo, formam coletadas informações através de três instrumentos diferentes mas complementares para nosso objeto de estudo: questionário de satisfação dos estudantes, entrevistas aos alunos e entrevistas a professores por e-mail. Os resultados alcançados e o nível de satisfação dos alunos mostram o significado da experiência, assim como, ao mesmo tempo, apontam algumas das limitações encontradas, referentes à necessidade de capacitação dos professores e a dificuldade que representa transformar as estruturas organizativas. Algumas das conclusões apontam a atitude favorável que tanto professores como estudantes mostram ter sobre a formação semipresencial, assim como a necessidade de existência na universidade de instituições que apoiem a formação do professorado nessas atividades de formação.

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Cabero-Almenara, J., Llorente-Cejudo, M., & Puentes-Puente, A. (2010). Online students´ satisfaction with blended tearning. [La satisfacción de los estudiantes en red en la formación semipresencial]. Comunicar, 35, 149-157. https://doi.org/10.3916/C35-2010-03-08

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