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.
Published Version
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