Abstract

RODRIGUES JUNIOR, Emílio  and  FERNANDES, Fabricio Juliano. Proposta de inclusão de carga horária semipresencial em cursos superiores presenciais. Avaliação (Campinas) [online]. 2014, vol.19, n.01, pp.179-192. ISSN 1414-4077.

With digital technologies and educational application of concepts, theories and more interactive and dynamic methodologies are being utilized in Distance Education (EaD), shifting the focus of the process of teaching / learning. This paper aims to analyze the evolution of distance education and the possibility of inclusion of a blended mode in higher education programs already recognized by the Ministry of Education. The implementation of semiclassroom, properly regulated by Ordinance 4.059, should be discussed in each educational institution, since the realities are different and the training needs of teachers who will work in this mode are not the same. This study comes in the wake of several concerns and has this research problem: is it possible and feasible to allocate 20% of the teaching load to distance education? With new technologies, institutions can adapt the design of educational courses providing for the inclusion of semiclassroom courses already recognized. This modality may favor the development of autonomous learning in students. Of course, the teacher plays a decisive role in the effectiveness of the process and needs to be prepared for this new learning situation, running the risk of creating resistance and undermining the spirit of teaching. This is not meant as a facilitator but the monitoring by the teacher of complementary activities. That said, one can not ignore to investigate reality in which these subjects are inserted, especially their teaching, training and experience and their relationship inside and outside the school, since these elements may impact the extent that the objectives and expectations for the incorporation of new technologies may modify the teaching. New technologies can be combined and better used in the interactions with students, and knowing how to apply them can be very useful. The inclusion of blended learning in undergraduate programs, therefore, is validated and beneficial when performed consistently, and carried out with the consent of those involved in educational, non economic purposes.

Keywords : Distance Education; Teaching Semi Classroom; Teachers; Teaching and Learning; Information Technology.

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