Hybrid, flipped, meaningful, and active training journeys in higher education: contributions to thinking about synchronous activities

Abstract

Since the beginning of 2020, the Covid-19 pandemic has created important demands and accelerated drastic and abrupt changes in the educational context. In higher education, and particularly in the public sphere, unique emergency training strategies have been adopted, in general structured based on principles of distance education experiences and hybrid learning. At UFSCar, a model of this nature (called Emergency Non-Attendance Teaching) was provoked and developed in response to the pandemic context. In this article, we report, evaluate and reflect on the 2020/2 experience in the subject of Policy, Organization and Management of/in Basic Education (POGEB), taken as a possible configuration for pedagogical activities in virtual learning environments (VLE). By scope and in depth, this analysis is restricted to the synchronous dimension of this experience, based on web conferences, in addition to the analysis already undertaken on the asynchronous dimension in a virtual learning environment. As a result, contributions are presented for thinking and carrying out synchronous pedagogical activities consistent with training journeys from the perspective of a hybrid, flexible, active, meaningful and flipped learning or classroom. It is important to note that the elements recorded in the experience corroborate the theoretical reflections presented; however, despite the positive aspects identified, important challenges remain in relation to the adoption of synchronous mediation teaching strategies in higher education.