Hybrid learning and virtual learning environment in English classes: the perspective of technical high school students

Authors

DOI:

https://doi.org/10.5433/1519-5392.2021v21n2p133

Keywords:

Hybrid learning, Virtual learning environment, Educational applications

Abstract

This research aims to create intelligibility on the introduction of hybrid learning in the teaching of English at a public technical high school. The pedagogical proposal included daily exercises on educational applications and some specific tasks to review and deepen the content posted periodically on a virtual learning environment. Thus, the theoretical foundation covers the following themes: hybrid teaching (BACICH; MORAN, 2015; GARRIDO, 2009; GEBRAN, 2009; MORAN, 2015), virtual learning environments (DILLENBOURG; SCHNEIDER; SYNTEKA, 2002) and learning management system (BERKING; GALLAGHER, 2016). In order to investigate the use and evaluation of online resources integrated to the discipline from students' perspective, an ethnographic case study was conducted (ANGROSINO, 2005; HARRIS, 2008; YIN, 2009) based on the data generated by face-to-face interviews and content registration (activities and resources) from the virtual learning environment. The results indicate students evaluate hybrid teaching positively but prefer to do the tasks posted on the virtual learning environment rather than the daily exercises on educational applications.

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Author Biographies

Thamiris Oliveira de Araujo, Universidade Federal do Rio de Janeiro - UFRJ

Doctorate in Applied Linguistics from the Universidade Federal do Rio de Janeiro. Professor at the Instituto Federal de Educação Ciência e Tecnologia Fluminense.

Mariana Guedes Bartolo, Universidade Federal do Rio de Janeiro - UFRJ

Master in Applied Linguistics from the Universidade Federal do Rio de Janeiro.

References

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Published

2021-12-29

How to Cite

ARAUJO, Thamiris Oliveira de; BARTOLO, Mariana Guedes. Hybrid learning and virtual learning environment in English classes: the perspective of technical high school students. Entretextos, Londrina, v. 21, n. 2, p. 133–152, 2021. DOI: 10.5433/1519-5392.2021v21n2p133. Disponível em: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/42189. Acesso em: 3 nov. 2024.

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