B-learning no ensino da língua inglesa em nível superior: uma revisão sistemática
DOI:
https://doi.org/10.35622/j.rie.2022.02.006Palavras-chave:
Aprendizagem combinada, educação universitária, ensino de inglês, tecnologia educacionalResumo
O B-learning é amplamente considerado como uma abordagem que combina os benefícios dos componentes de aprendizagem online e presencial. No entanto, a combinação de componentes instrucionais online e em sala de aula apresentados por essa abordagem tem gerado preocupações ao longo dos anos. A revisão sistemática a seguir tem como objetivo mostrar como o b-learning influencia o ensino da língua inglesa em estudantes universitários por meio da análise de experiências e percepções. O uso da metodologia Prism foi considerado para fins de pesquisa. As seguintes bases de dados foram utilizadas para esta revisão: Scopus, Scielo, Science direct e Redalyc, encontrando 260 artigos e selecionando 16 artigos para uma revisão em profundidade. Os resultados mostram que a maioria das experiências com blended learning foram benéficas na área de ensino de inglês. Além disso, as percepções de professores e alunos são positivas e decisivas para o uso futuro das tecnologias digitais. Esta revisão destaca a necessidade de realização de pesquisas que proponham soluções para enfrentar os desafios de alunos, professores e instituições de ensino na aprendizagem combinada, bem como a determinação das características do modelo para uma implementação acessível em sala de aula.
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Copyright (c) 2021 Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.