The context to which teachers and students were subjected in the years of isolation due to the pandemic, plus the transformations that society absorbs at an accelerated pace in the Information Age require that new methodological and teaching practices be designed and guarantee a complete Blended Education process .
In the midst of this, the universe of education still needs to dedicate itself to understanding the challenges that different realities exert on these “new” demands. As an example: while some schools are able to take advantage of what technology has to offer, others are faced with the lack of structure of the institution itself, of the students and of the remote school environments.
In other words, the current moment presents itself as a great challenge for all education agents, and thinking about it can help us to build collaborative responses, in addition to being more elaborate. Therefore, the objective of this content is to understand how hybrid education interferes in the stages of training, what its challenges are and what are its potential. Let’s go together?
What Is Hybrid Education?
Some time ago, here in the contents of Iniciate, we talked a little about what defines blended learning. Do you remember?
According to specialist Lilian Bacich, blended learning is an educational methodology that promotes an integration of education with digital tools . This occurs mainly through the mix between face-to-face teaching strategies and strategies used in online education.
Teachers and students are impacted by the application of the method, which drives a whole transformation in the way of doing education. Thus, classes within the hybrid teaching methodology need to be specifically planned to contemplate this format.
If you want to delve deeper into the concepts of Blended Education, this is the way to go ! If you are already inserted in the theme, just continue with us in the current reading. <<
Challenges Of Blended Education
With the need for the abrupt installation of remote learning from 2020 onwards, it was observed that, in many cases, the school reality was not well prepared for distance learning .
As an example, according to a survey by the Brazilian Association of Blended Education (ABED), carried out in October of that year, 62% of basic education schools in Brazil made material for their classes available through a sheet of paper that was delivered to students, or sent remotely, and then returned to teachers physically or through a photo.
Thus, remote teaching showed that the digital divide is still one of the problems of this technological scenario to which society is inserted. Added to this is the unequal context of access to tools and digital education, on the part of students and teachers. And, also, the challenges pointed out by a survey by the Blended Education.
The data from this survey took into account the opinion of teachers and highlighted the points below as the main challenges of blended learning. See which were the most cited:
79% – Lack of infrastructure and student connectivity
64% – Difficulty maintaining student Blended Education
54% – Distance and loss of bond with students
49% Lack of training to deal with remote learning challenges
46% – Lack of knowledge of virtual tools
45% – Lack of a suitable environment to work from home
34% – The emotional side (fear, anxiety, stress, etc) has hindered work
26% – Lack of knowledge of resources and communicational accessibility
In an interview for the “ Quero Bolsa ” portal , Cláudia Santa Rosa, executive director of the Institute for the Development of Education (IDE) , summarized the scenario highlighted above Blended Education: “With the help of technology, the pandemic shows that schools can happen wherever they are. where people are and where possible the dialogue between learners and the object of knowledge. Technology comes to help decentralize the school. But it, unfortunately, is not yet accessible to everyone.”
Potential Of Blended Education
A research by the State University ofBlended Education, entitled “Hybrid education in focus: the different ways of teaching and learning” , was dedicated to studying how this teaching modality can contribute to the presential one to enhance the teaching-learning process of the students. .
The study, published in 2015, identified that Blended Education has undergone the presentation of new paradigms, which involve:
A change of time that impacts pedagogical practice in the classroom, in addition to Blended Education models;
In addition to new education standards arising from new technologies. This is what is found in the following excerpt from this document: “The replacement of books by modern means of acquiring information such as the media: television, sound, image, internet and the growing advance of computerization, increase the dependence on their use”.
Thus, according to the transformations of the social fabric, often instigated by the digital transformation, there is a permanent demand for a review of education and its methodologies.
In this context, distance education, gradually overcoming the challenges already mentioned in this content, appears as an innovation of pedagogical practices, in addition to the possibility of interaction, which does not take into account only a reception of content, between teacher and student.
According to this study, since technologies are such an expressive part of everyday life, there is no longer room for judging whether or not they are beneficial for the teaching process. What must be done is to understand how they can be used, according to each reality, to motivate students in their training process.
Among the advantages that blended learning can offer students and teachers are:
Time Optimization – teachers and students do not need to travel;
Dynamism – teachers can design classes with different and creative methods that make use of digital functionalities, such as methods involving, for example, virtual reality, games, films and videos;
Construction Of A Collaborative Knowledge Process – students, faced with so many knowledge stimuli, may feel more motivated to contribute to its construction. This makes the process more effective and interesting;
Student preparation for the digital context, which does not intend to go back;
Greater density in the development of pedagogical proposals, since there are more forms of content available in the cloud.
In this way, to understand the impact of blended learning on training, the modality must be observed in a complete way , taking into account both its challenges and its potential.
It is important to highlight that, analyzing the context, digital tools and possibilities tend not to go backwards. Therefore, it is necessary that educational debates turn to the possibilities of overcoming the noise and problems still seen in this model Blended Education, so that its implementation is transformative for all.