THE EDUCATIONAL POTENTIAL OF HYBRID TEACHING AS AN ACTIVE METHODOLOGY: A CASE STUDY

THE EDUCATIONAL POTENTIAL OF HYBRID TEACHING AS AN ACTIVE METHODOLOGY: A CASE STUDY

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DOI:

https://doi.org/10.22478/ufpb.2359-7003.2020v29n3.49808

Keywords:

Hybrid teaching, Active methodology, Teaching personalization

Abstract

The aim of this article was to investigate the educational potential of Hybrid Teaching as an educational practice in a private school in Belo Horizonte - Minas Gerais. To this end, a qualitative, descriptive research was carried out. As for the technical procedure, the case study was chosen. The data collection instrument used was non-participatory observation. The observed data were recorded in a field diary. The results found allowed to conclude that the pedagogical practices that are part of the Hybrid Teaching have provided a teaching that arouses the interest of the students of the Internet Generation, due to the use of digital technologies, which streamlined the classes and motivated the students, who had the opportunity to experience different experiments and new knowledge. When using digital technologies, it was observed that the students' performances were more active. In addition, Hybrid Teaching has favored collaboration between students during practical activities and has shown its potential to favor personalization of teaching. Also, it was possible to verify the engagement of all professionals involved in this project of implementation of Hybrid Teaching in the school, positively evaluating their practices. The main reasons that allowed this assessment was: the school involved the whole team to carry out the project on Hybrid Education, offered physical, technological and pedagogical conditions and started the implementation gradually, giving time for everyone to adapt to the new model.

 

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Author Biographies

Márcia Gorett Ribeiro Grossi, CEFET-MG

He holds a degree in Electrical Engineering from the Pontifícia Universidade Católica de Minas Gerais (1987), a Master's in Technology from the Centro Federal de Educação Tecnológica de Minas Gerais (1993) and a PhD in Information Sciences from the Universidade Federal de Minas Gerais (2008). She is currently the financial administrative director of the Foundation for the Support of Education for Technological Development of Minas Gerais and professor of the master's degree in technological education at the Federal Center for Technological Education of Minas Gerais. He has experience in the field of Electrical Engineering, with an emphasis on Digital Systems, working mainly on the following topics: computer science, free software, new technologies, education, teaching-learning and educational policies and technological education.

Camila Macedo Chamon, CEFET-MG

Master in Technological Education. Graduation in Pedagogy. Member of the AVACEFETMG research group.

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Published

2020-10-17

How to Cite

GROSSI, M. G. R.; CHAMON, C. M. THE EDUCATIONAL POTENTIAL OF HYBRID TEACHING AS AN ACTIVE METHODOLOGY: A CASE STUDY: THE EDUCATIONAL POTENTIAL OF HYBRID TEACHING AS AN ACTIVE METHODOLOGY: A CASE STUDY. Revista Temas em Educação, [S. l.], v. 29, n. 3, 2020. DOI: 10.22478/ufpb.2359-7003.2020v29n3.49808. Disponível em: https://periodicos.ufpb.br/ojs2/index.php/rteo/article/view/49808. Acesso em: 18 dec. 2024.

Issue

Vol. 29 No. 3 (2020): RTE (Sept.- Dec.) - Continuous flow

Section

REVIEW ARTICLE

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