Hybrid Learning Scenarios and the Design of Virtual Communities in Higher Education

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DOI:

https://doi.org/10.31391/S2007-7033(2022)0058-002

Abstract

The evolution of digital technologies and communication networks has led to the emergence of a reticular society marked by significant changes in the economy and the labor market, driving the birth of new paradigms, models, educational communication processes, and new teaching and learning scenarios. This reality, therefore, demands urgent thought to create and develop structures that respond to these changes, with digitally innovative institutions capable of transforming the educational reality. Integrating audiovisual technologies in an educational context may be a very appropriate strategy to revitalize the educational experience, and it is precisely the creation of hybrid learning scenarios enriched with the presence of the audiovisual that we intend to analyze, describing its impact on the design of a virtual community. For that, we use the qualitative analysis of the perceptions of twenty students attending Higher Education, at postgraduate level, having as reference the pedagogical models developed by Garrison and collaborators (2000) and Moreira (2017). The results reveal that the creation of these hybrid scenarios, of a digital education ecosystem enriched with audiovisual technologies, anchored in the referenced models, can have very positive effects on the creation and development of virtual learning communities.  

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Author Biographies

José António Moreira, Universidade Aberta, Portugal

Doutor e Mestre em Ciências da Educação e Licenciado em História da Arte pela Universidade de Coimbra. Professor Associado com Agregação no Departamento de Educação e Ensino a Distância da Universidade Aberta. Diretor da Delegação Regional do Porto da Universidade Aberta.  Linhas de investigação: educação digital, educação híbrida, ambientes virtuais de aprendizagem, competências digitais

Joana Correia, Instituto Universitário de Lisboa, Portugal

Doutoranda em Sociologia, Iscte, Instituto Universitário de Lisboa. Assistente Convidada no Laboratório de Competências Transversais do Iscte, Instituto Universitário de Lisboa, Portugal. Centro de Investigação e Estudos de Sociologia (CIES-Iscte). Linhas de investigação: educação digital, educação híbrida, ambientes virtuais de aprendizagem, competências digitais.

Sara Dias-Trindade, Universidade de Coimbra, Portugal

Doutora em História. Universidade de Coimbra, Centro de Estudos Interdisciplinares, Faculdade de Letras.

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Published

2022-01-11

Issue

No. 58 (2022): Hybrid learning environments

Section

Thematic research

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