Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/2691
Title: Classroom adaptations for blended learning practices
Authors: Sarmento, Thaisa Sampaio
Gomes, Alex Sandro
Moreira, Fernando
Keywords: Social and professional topics
Computing profession
Applied computing
Education
Issue Date: 2018
Publisher: ACM
Citation: Sarmento, T. S., Gomes, A. S. & Moreira, F. (2018). Classroom adaptations for blended learning practices. In F. J. García-Peñalvo (ed.), Proceedings of 6th International Conference Technological Ecosystems for Enhancing Multiculturality (TEEM’18), Salamanca, Spain, 24th-26th.Oct.2018). ACM: New York, NY, USA. doi.org/10.1145/3284179.328429. Disponível no Repositório UPT, http://hdl.handle.net/11328/2691
Abstract: Hybrid education or blended learning is an educational method that incorporates technological and online resources into regular classes, even in traditional learning environments. Spatial conditions influence social relations and the development of cultural bonds inside a building, which may affect changes in layout configuration and usability conditions. The traditional configuration of most school classrooms must be reconsidered to allow changes in the educational paradigm. However, it is not clear which environmental aspects should be modified to improve performance in physical learning environments, especially to accommodate hybrid models in classrooms. This paper describes a participatory design process used to understand students’ needs and perceptions in this era of digital and cultural changes. This study was carried out in a public secondary school in Northeastern Brazil and adopted qualitative research techniques to perform a participatory design exercise and understand the students’ needs and problems. They collaborated in prototyping workshops to develop new classroom environment concepts. The results suggest a set of guidelines for learning environment suitable for hybrid models that were developed using a participatory approach and linked learning activity modalities to environment quality criteria.
URI: http://hdl.handle.net/11328/2691
Appears in Collections:REMIT - Comunicações a Congressos Internacionais / Papers in International Meetings

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