Interaction (student-teacher relationship) and active participation (student involvement) were enhanced due to digital transformation and as long as the student interacts with the teacher, he changes into co-creator student, as the perception of his role in the process of learning evolves. A context in which it is possible to observe such conjuncture in higher education, is hybrid education where digital technology plays a central role. In higher education with hybrid disciplines, student, teacher and institution are interrelated and, by offering hybrid disciplines, the institution enables the joint value creation, but it remains unclear whether the student will be willing to participate more actively and contribute to such co-creation of value. This study aims to reveal the student’s perception of this method which requires a more active participation in his learning process and also aims to examine whether the university should adopt this modality the student’s formation process. In order to meet this objective, a qualitative research was conducted, through in-depth interviews with students from a private, community, confessional and philanthropic higher education institution in Brazil. After having processed the data using the content analysis method, it was discoverd that although the student values its protagonism with more responsibility in learning, co-creation is a difficult, laborious process. Thus, it is considered positive for the university to adopt the hybrid model, as it allows students to develop discipline that contributes to their autonomy, as well as a shift in their mindset to a different way of learning and teaching.
Waldiane Fialho, Pontifical Catholic University of Minas Gerais, Brazil
Ramon Leite, Pontifical Catholic University of Minas Gerais, Brazil
Sofia Gaio, Fernando Pessoa University, Portugal
Stream: Higher education
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