ENGAJAMENTO DISCENTE EM UM AMBIENTE VIRTUAL DE APRENDIZAGEM

Abstract

This research aimed to investigate student engagement on interactions in a virtual learning environment (VLE) of a blended learning course from the participants’ point of view. The theoretical foundation was built from studies about engagement in educational contexts, and a case study of an ethnographic nature was developed in the context of an undergraduate discipline aimed at teaching English for specific purposes. Data were generated by students and teachers from the course in online discussion forums, questionnaire, interviews and in an online focus group. The results identified relevant factors that hampered or favored the student’s engagement in the online interactions proposed and the conclusions pointed significant implications and contradictions between the participants’ perceptions and their actions in the virtual learning environment of this blended online course.