Abstract:

This paper presents the outcomes of research aiming at implementing some concepts of blended learning in different Brazilian school contexts. Although different definitions for blended learning can be found in the literature, all of them generally share the convergence of two learning models: the face-to-face model, in which the process takes place in the classroom, as it has been done for some time, and the online model, which uses digital technologies to promote education. The main focus of blended learning is that teachers and students teach and learn at different times and places. Thus, we can consider that both learning environments, that is to say, the traditional classroom and the virtual learning environment are gradually becoming complementary. This is most probably because, in addition to using various digital technologies, the individual interacts with the group at different times and places, intensifying the exchange of experiences. According to the model of blended learning proposed by Horn and Staker, 2014[1] from Clayton Christensen Institute, and which served as a basis of this study, blended learning can be a formal education program in which students learn at least in part, through online learning with some element of control over time, place, manner and/or pace of study, and at least in part in a supervised physical location, outside his or her residence. Additionally, the arrangements over each student's learning path on a course or subject are connected to provide an integrated educational experience, which is called personalized learning. The methodological approach suggested by Clayton Christensen Institute on blended learning was adapted to the Brazilian educational reality. To discuss the prospects and challenges of implementing blended learning in Brazil, a research group involving 16 teachers was created to implement blended learning in different school contexts (private and public) for 8 months. Organized by Peninsula Institute and the Lemann Foundation, the research group’s main goal was that the teachers could gradually plan activities integrating technology in the blended learning models provided by Horn and Staker, 2014[1]. As the choice for such models was mostly due to a different reality of technology uses in Brazil, we focused mainly on the rotation model, including station rotation, lab rotation, flipped classroom and individual rotation[1], all aiming at providing a more personalized learning for each student. The group of teachers had also to reflect upon the role of the teacher, student, evaluation, management and school culture within the new teaching model. The research findings show that teachers were able to identify a gradual change in their role as teachers and in the students´ role in the classroom, through the use of technology that enabled personalized education. Also, teachers identified better results of students in their internal assessments. Reflections of research participants and the results of this study were posted in a MOOC that is available to all of Brazil's teachers wishing to experience change in the classroom. Therefore, we intend to expand the implementation of this proposal in Brazilian public schools, through online tutoring and monitoring of results, while encouraging the involvement of teacher education courses upon the discussed reflections.

References:
[1] HORN, Michael B. e STAKER, Heather. Blended: Using disruptive innovation to improve schools. Jossey-Bass, 2014.

Keywords:

Blended Learning, Personalization, Teaching Methodology.