Applied Blended Teaching: Experience Report with Postgraduate Students

Authors

DOI:

https://doi.org/10.35819/tear.v9.n1.a3967

Abstract

Abstract: This experience report focuses on the application of the blended teaching methodology in the station rotation model. The motivation for the study was the scarce production in Portuguese language on blended education involving postgraduate students, which have encouraged the researchers to implement the method with subjects of this level of instruction. Regarding on the methodological processes, the application of questionnaires was relevant in order to validate the results obtained. This is an applied research, of a qualitative nature, which considered as analysis the observations of the researchers and the audio collected during the proposed activities. Therefore, blended teaching is a dynamic methodology that allowed the active participation of student-subjects in the learning process.

Keywords: Hybrid Teaching. Rotation by stations. Postgraduate.

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Author Biographies

  • Fransciély Valladas Velasques, IFRS Campus Porto Alegre
    Graduated in Administration and Specialist in People Management and Coach Leadership, both trained at La Salle University. Graduated in Personal and Professional Coaching from the Brazilian Coaching Society. Specialist in Teaching in Higher Education (DE) by the University Center of Faculdades Metropolitanas Unidas (FMU). Currently pursuing a Professional Master in Informatics in Education at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). Participated in Research Projects with a focus on learning, skills development and distance education. He has experience in administrative, academic and financial areas. Lecturer in Undergraduate and Specialization courses in different disciplines of Administration (On-campus and Distance Learning).
  • Sinara Tres Soares, IFRS Campus Porto Alegre

    Graduated in PSYCHOLOGY from the Integrated Regional University of Alto Uruguai e das Missões (2006). He is currently an Analyst Psychologist at the State Department of Traffic / RS, Professor of Specialization courses in Traffic Psychology and Associate Consultant at the Institute of Traffic Psychology Ande Bem. Experience in the area of ​​Traffic Psychology, Traffic Education (courses, lectures and workshops), mental health and psychological assessment for traffic.

  • Silvia Castro Bertagnolli, IFRS Campus Porto Alegre
    Graduated in Informatics Bachelor's degree from the Federal University of Santa Maria (1997), master's degree in Computing from the Federal University of Rio Grande do Sul (2000) and doctorate in Computing from the Federal University of Rio Grande do Sul (2004). She is currently a professor at the Federal Institute of Rio Grande do Sul (IFRS), on the Porto Alegre campus. He has experience in Computer Science, with an emphasis on Software Engineering, working mainly on the following topics: object orientation, Java programming language, UML, software components and computational reflection. In recent years, he also works in the area of ​​Distance Education, developing research projects with learning objects and in research projects with Educational Robotics using the Arduino and Raspberry Pi platform.
  • Lizandra Brasil Estabel, IFRS Campus Porto Alegre
    PhD in Informatics in Education - PGIE / UFRGS, has a Specialization in Informatics in Education - PGIE / UFRGS and a degree in Library Science from the Faculty of Library Science and Communication at the Federal University of Rio Grande do Sul (FABICO / UFRGS). Coordinator of the Information Science Area at IFRS-Campus POA. Professor of the Technical Course in Library Science, at the Federal Institute of Rio Grande do Sul (IFRS) - Campus Porto Alegre. Professor of the Stricto Sensu Graduate Program of the Professional Master in Informatics in Education at IFRS. Permanent Professor and Master and Doctoral advisor at PPG Science Education: Life Chemistry and Health at UFRGS. Coordinator of the GT RS / POA for Inclusive Reading of the National Network for Inclusive Reading of the Dorina Nowill Foundation for the Blind (FDN). Coordinator of the CERLIJ Program: reading, information, accessibility and literature in the Technical Course in Library Science. Emerald Research Award / CAPES - 2015 Edition in the Information Science category. Member of the Gaucho Accessibility Committee: Technology and Information (CGATI). She was Pedagogical and Technological Coordinator and Professor of the Specialization Course in School Libraries and Accessibility (EBEA) at FABICO / UFRGS, in the distance learning mode. He coordinated the Extension Courses in EAD of Public and School Libraries - BIBLIOTEC I, II and III (FABICO / UFRGS), Reading Mediators in Bibliodiversity (SECADI / MEC, UAB and SEAD / UFRGS), CAPATEC (MEC, UAB and SEAD / UFRGS), CAPADOC (PROGESP / UFRGS), among others. He coordinated the first national course in Librarianship Technician, in EAD mode, offered by the ETEC / Brazil Network of MEC. Vice-coordinator of the LEIA (Reading, Information and Accessibility) Research Group, of FABICO / UFRGS and IFRS where she develops research on social, informational and digital inclusion of people with disabilities and chronic diseases (Cystic Fibrosis). Coordinator of the Accessibility and Inclusion Research Project for Adolescents with Cystic Fibrosis in the Use of Information and Communication Technologies and in the Creation of Game IV. He has experience in the areas of Information Sciences, Informatics in Education and Open and Distance Education (EAD), acting mainly on the following topics: Library Science, Reading, Information Litercy, Social Media, Social and Digital Inclusion, Accessibility, Teacher and librarian training , Makerspace and computer-mediated distance learning.
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Published

2020-07-02

Issue

Vol. 9 No. 1 (2020): SOCIOSCIENTIFIC CONTROVERSIES ON THE INTERDISCIPLINARY PERSPECTIVE FOR TEACHER TRAINING

Section

Plural Space

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How to Cite

Applied Blended Teaching: Experience Report with Postgraduate Students. #Tear: Journal of Education, Science and Technology, Canoas, v. 9, n. 1, 2020. DOI: 10.35819/tear.v9.n1.a3967. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/3967. Acesso em: 20 jun. 2026.