Blended-learning Implementation in Undergraduate Teacher’s Formation Courses: Difficulties from the Students’ Point of View

By Angelita Quevedo.

Published by The Technology Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Due to the demands that have been imposed by the technological developments and the great computer expansion in many different society sectors, one can state that, in Brazil, there is still a visible gap in the teacher’s formation courses – our teachers-to-be have not been adequately prepared yet to face the digital learning environments and the use of the information and communication technologies (ICT) in the teaching and learning processes. Preparing teachers-to-be to work with ICT tools has been one of the focus of the Undergraduate Language Teacher’s Formation Courses (English, French, Spanish and Portuguese) of the Pontifical Catholic University of São Paulo. By introducing blended-learning disciplines in the curriculum, students benefit from distance education potentialities for their personal and professional development and at the same time, they are prepared to reflect upon the learning process in a digital environment conceiving technology as a socio-cultural tool created on the basis of historical human knowledge accumulation. Besides implementing blended-learning, we have decided to develop a longitudinal investigation of the impacts of such inclusion. This work is included in this deeper study and intends to explore third-year student’s perspectives on blended-learning impact implementation and how the experience is translated into their learning process. Data were gathered in the discipline Forming Language Teachers to digital environments in 2008, 2009 and 2010, from 84 students who voluntarily answered a reflective questionnaire and from their contributions in the discussion forums of the discipline. Some of the results of the descriptive study indicate the difficulties from the student’s point of view and raise important issues regarding to the understanding of the student’s perception of blended-learning as it relates to course design, teacher’s mediation and interaction, learning styles among other issues.

Keywords: Blended-learning, Teacher’s Formation, Experiential Learning

International Journal of Technology, Knowledge and Society, Volume 7, Issue 2, pp.187-200. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.069MB).

Dr. Angelita Quevedo

Teacher, English Department, Research Group: Educational Technology and Distance Education, Pontifícia Universidade Católica de São Paulo, Sao Paulo, SP, Brazil

Angelita Quevedo, holds a doctorate in Applied Linguistics from the Post-graduate Program of Applied Linguistics Language Studies, PUC-SP. She has investigated the English listening comprehension process as part of her Master’s work. Her doctorate focused on the analysis of students’ engagement in an online course on English listening comprehension, using activity theory as its theoretical background. Her major interests are English listening comprehension mediated by computers, distance education as continuing education for public school English teachers and teacher development for online courses. Nowadays, she manages the Distance Education Coordination at PUC-SP.


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