Title:	UNDERSTANDINGS AND PERSPECTIVES ON BLENDED LEARNING IN A BRAZILIAN PRIVATE UNIVERSITY IN THE CONTEXT OF TRANSFORMATIONS
Author(s):	Katiúscia Akemi Nasu Nogueira and Maria Cristina Lima Paniago
ISBN:	978-989-8704-38-2
Editors:	Piet Kommers, Inmaculada Arnedillo Sánchez and Pedro Isaías
Year:	2022
Edition:	Single
Keywords:	Blended Learning, Distance Education, Digital Technologies
First Page:	139
Last Page:	146
Language:	English
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Paper Abstract:	The definitions and denominations of blended learning vary considerably. The Covid-19 pandemic has favored a lack of differentiation by indistinctly naming models of emergency remote education through the term blended learning. Hence, the several ways of understanding blended learning are echoed in the diversity of practices that can be adopted. This paper is a snapshot of a masters' study that aimed at analyzing the understandings and teachers' practices related to blended learning in a private university in Brazil. During the time of this study, the institution was going through intense internal transformations and an uncertain external context full of unpredictability due to the pandemic situation. This is a case study, and it has a qualitative and exploratory approach. Data was collected from the analysis of institutional documents and semi- structured interviews with instructors from the university. The theoretical framework and literature review uses Bacich, Tanzi Neto and Trevisani (2015); Horn and Staker, (2015); Kanuka and Rourke (2013); Moran (2013); Moreira and Monteiro (2013); Morin (2015); Paniago (2016); and Tori (2009; 2017). The findings were analyzed through a content analysis lens, and showed multiple understandings of the concept of blended learning, relative incomprehension of how to support active learning in various spaces in an integrated manner. In these instructors' practices and beliefs, the ICT are primarily used to provide a more personalized pace of study with some element of students' organization concerning time and space. The pandemic was contextualized as a driving factor for the expansion of blended courses, but it does not follow in the same proportion an approach to valorization and development of the faculty.
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