Abstract
The blended education, combining distance with face-to-face learning, seems to have a definite place in higher education. With its offer possible by the Ordinance 4059, from the Ministry of Education, the experience is spread in institutions of higher education. In several of them, there is a strong argument on financial bases for adopting the model, due to the reduction of costs with human resources, possible because of the high number of students in the virtual classroom, albeit with high risk of precarious formative work. However, the deployment of virtual courses faces several challenges, which may endanger the pedagogical sustainability of the proposal. Some of these problems are considered in the article, based on an experience of a virtual course in pre-service teacher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
