Knowledge and challenges of blended learning for an english language professor in technological higher education

Abstract

This article aims to investigate the challenges related to the implementation of blended learning in the English language discipline within a higher education technology program, as well as to verify whether the interviewed teachers are familiar with blended learning modalities and have prior experience with this approach, which is already present in some courses offered by the technological institution. To achieve this purpose, the study analyzes material obtained through interviews with English language teachers, employing the thematic analysis method. Based on the data collected from the semi-structured interviews, two major challenges were identified in the implementation of blended learning: the pedagogical-cultural challenge and the technological challenge. The teachers’ voices, which enrich this study, reveal that the difficulties are linked to the need to break away from centuries of vertical teaching models centered exclusively on the teacher. This scenario requires a change in attitude from teachers, administrators, and students alike, grounded in mutual support and collaborative relationships. The results indicate that it is possible to build a learning environment conducive to knowledge construction, especially when students and teachers are motivated and supported by an investigative learning community.