The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern. Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations. The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments. / Uphuhliso lwezakhono nokuqesheka ngenkulungwane yamashumi amabini nanye,zivele kwii-ajenda yezemfundo kunye nezopolitiko njengeziqaqambileyo kwihlabathi jikelele. Abaphengululi bacebisile kwaye baphanda ngamanye amava amaninzi amatsha okufunda besebenzisa itheknoloji njengenxalenye yokuvelela ukufunda ngokuhlanganisiweyo/ngokudibeneyo. Ukulungiswa kwakhona iinkqubo ezikhoyo kubandakanywa uphuhliso lwezakhono kunako ukubaxhobisa abafundi ngezakhono ezifunekayo kwingqesho. Uphuhliso lokuvelela ukufunda okudibeneyo/okuhlangeneyo ngummandla owandayo kumazwe asakhulayo naselekhulile. Kunjalo, izakhono eziboniswa ngabafundi abanemfundo ephakamileyo,zibanga inkxalabo kubaqeshi. Uphando oluncinane luqhutyiwe ekusetyenzisweni kokufunda okuhlanganisiweyo ukuphucula uphuhliso lokuqeshwa kwiindawo zokufunda ezisemthethweni. Uninzi lophando olukhoyo luxhomekeka kwiimbono zomqeshi, onolwazi oluncinane kulwazi, izakhono kunye neenqobo ezisemgangathweni abafundi abanemfundo ephakamileyo ngokwenene abanazo okanye kwifuthe le nto enalo kwiziphumo zokuqesheka. Esi sifundo(Olu phononongo) sijolise ekuxazululeni/ ekudibeni lo msantsa ngokugxila ekulawuleni umgangatho wophuhliso lokuqesheka kwimfundo ephakamileyo kusetyenziswa ukufunda okuhlangeneyo. Uhlolisiso lwalujoliswe ekufumaneni ingqiqo kwiimbono, ekuqondeni, iinkxalabo kunye namava abalawuli beziko, abafundisi, abafundi kwizifundo zemfundo ephakamileyo abaphumeleleyo nabafundi kwilizwe labo lokwenene xa befunda ngendlela yokudibanisa ukufunda ukuphucula impumelelo yabo yokuba beneziqu. Le njongo yenza indlela yophando olusemgangathweni lufaneleke. Le ngxelo yeengcingane ezibhaliweyo engqinelwe zizixhobo ekukhutshweni kwengxelo kwizifundo zothelekiso phakathi kweziko loMzantsi Afrika neziko laseMerika kusetyenziswa uvelelo lwezifundo zokufunda ngokudibeneyo ezahlukileyo ukuthelekisa imiba eyahlukileyo kwefanayo kunye neyeleleneyo. Ukufanelekeka kwecandelo lemfundo ephakamileyo eMzantsi Afrika ngenjongo kunye nokulangazelela (nokusukela) imilinganiselo esemgangathweni yemilinganiselo yemfundo yamazwe ngamazwe, ulwazi kunye nobuchule bokulungisa nokutshintshwa kokufundisa nokufunda. Ngolwazi lwezoqoqosho lwenkulungwane yamashumi amabini nanye, oluqhutywa ngokwembono yenqanaba elikhuluu, eliphakathi nelincinane, imfundo ephakamileyo eMzantsi Afrika inokukwazi ukubonelela ngabasebenzi abafanelekileyo ngokwentlalo nangokwezoqoqosho kwaye ibandakanye okuninzi. Le thisisi iphetha okanye iphela ngemodeli/ ngomzekelo ukuxhasa uphuhliso lokuqesheka kwiindawo zokufunda ngokudibeneyo. / Ukuthuthukiswa kwamakhono kanye nokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme kuleli khulu-nyaka lama-21 sekubonakala njengento eseqhulwini ezinhlelweni zezemfundo kanye nezepolitiki emhlabeni wonke jikelele. Abacwaningi sebephakamise futhi bacubungula izindlela nezinqubo zokufunda ezintsha kusetshenziswa ubuchwepheshe njengengxenye yokufunda okuxubile. Ukuhlelwa kabusha kwezinhlelo ezikhona njengamanje ngenhloso yokubandakanya ukuthuthukiswa kwamakhono kungabahlinzeka abafundi ngamakhono adingekayo ukuze baqashwe. Ukuthuthukiswa kwezindlela zokufunda okuxubile kungumkhakha okhulayo emazweni asathuthuka ngokunjalo nasemazweni asethuthukile. Kodwa-ke nakuba kunjalo, amakhono aboniswa ngabafundi abaphuma ezikhungweni zemfundo ephakeme, kanye nokungagculiseki kwabaqashi, kuseyinto edala ukukhathazeka impela. Lukhona ucwaningo oluncane oselwenziwe mayelana nokusetshenziswa kwezindlela zokufunda okuxubile ngenhloso yokuphucula ukuthuthukiswa kokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme ngaphansi kwezimo zokufunda ezihlelekile. Ucwaningo oluningi olukhona njengamanje luthembele emibonweni yabaqashi, futhi kunedatha encane kakhulu ekhona mayelana nolwazi, amakhono kanye nezimompilo abanazo abafundi asebephothule iziqu zabo noma idatha ephathelene nomthelela walokhu emiphumeleni yokuqasheka kwabo. Lolu cwaningo luhlose ukuvala leli gebe ngokuthi lugxile ekuphatheni nokulawula ikhwalithi yokuthuthukiswa kokuqasheka kwabafundi asebephothule iziqu zabo ezikhungweni zemfundo ephakeme ngokusebenzisa ukufunda okuxubile. Ngalolu cwaningo kwabe kuhloswe ukuthola ulwazi olunzulu mayelana nemibono, ukuqonda, ukukhathazeka kanye nezimo abadlule kuzona abaphathi bezikhungo, abafundisi, abafundi asebephothule iziqu zabo kanye nezitshudeni esimweni soqobo abaphila ngaphansi kwaso lapho kusetshenziswa ukufunda okuxubile ukuze kwenziwe ngcono amathuba abo okuthi babe sebezuze ulwazi namakhono anohlonze ngenkathi bephothula iziqu zabo. Le nhloso yenza ukuthi indlela yocwaningo olukhwalithethivu kube ngefanelekile kulolu cwaningo. Le thisisi ihlinzeka umbiko mayelana nocwaningo lokuqhathanisa oluwumphumela walokhu olwenziwe phakathi kwesikhungo saseNingizimu Afrika kanye nesikhungo saseMelika kusetshenziswa izindlela ezihlukahlukene zokufunda okuxubile ngenhloso yokuqhathanisa izimo ezihlukahlukene ukuze kubhekwe izinto ezifanayo kanye nalezo ezihlukile kulezo zimo. Ukufaneleka komkhakha wezemfundo ephakeme waseNingizimu Afrika ukuqhathaniseka namazinga amazwe ngamazwe ekhwalithi yezemfundo, ulwazi kanye nobungoti kudinga ukuthi kulungiswe konke lokho okungahanjiswanga ngendlela efanele esikhathini esedlule futhi kulethwe izinguquko emkhakheni wezokufunda nokufundisa. Emnothweni wolwazi wekhulu-nyaka lama-21, oqhutshwa ngokwezinga elibanzi, elimaphakathi kanye nelincane, umkhakha wemfundo ephakeme unawo amandla okuhlinzeka ngabasebenzi abangaletha impumelelo nokusimama kwezenhlalo nakwezomnotho, futhi okungabasebenzi ababandakanya izinhlobo zabantu abavela emikhakheni yempilo ehlukahlukene kanye nasezigabeni zomphakathi ezihlukahlukene. Le thisisi iphothula ngokuhlinzeka ngemodeli ezosekela ukuthuthukiswa kokuqasheka kwabafundi ngaphansi kwezimo zokufunda okuxubile. / Educational Management and Leadership / D. Ed. (Education Management)

The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

Approved for public release, distribution is unlimited / This thesis proposes that it is possible to create an adjunct to traditional instructor-led training that will reduce training time and costs and at the same time improve performance using commercial off-theshelf (COTS) software. Motivated by the lessons learned following the attack on the USS Cole on October 12, 2000 in which 17 sailors were killed and 42 were wounded, we created a simulator using readily available software in minimal time with zero funding and tested it against small sample sizes of eventual recipients of the training. The simulator, as part of a blended learning solution, was shown to be as effective as traditional instructor-based learning but was conceived at a fraction of the cost and with a significant reduction in total training time. Both of these factors are increasingly being valued in today's reality of increased operational tempo and reduced resources. / Lieutenant, United States Naval Reserve

The problem that guided this study was a socio-constructivist view of education via online learning. Based in the extant literature, a deficiency existed that directly correlated online learning closing the academic achievement gap between student populations. In other words, schools invested in technology; however, few empirical data sets existed that established a connection between technology integration and the academic achievement of different student groups. The purpose of this pooled regression analysis study was to determine whether the method of class instruction effected academic achievement gaps between three subpopulations based on gender, race, and SES. Specifically, this study examined whether gender, race, and SES could predict semester grades within and across traditional, blended, and online course instructional methods. The dependent variable for this study was student success in the form of an end-of-unit test grade designed to evaluate student understanding of the curriculum. The independent variables included student gender, ethnicity, and SES. Quantitative data were collected through an analysis of Public Education Information Management System (PEIMS) data and student end-of-unit exam grades. The research suggests one combined interaction, [gender x race] in the traditional learning environment, is statistically significant while several independent interactions are significant. Those independent interactions are TAKS scores, gender, and Socio-economic status. According to the trends in this research, no significant differences exists in academic achievement between African American males and White males enrolled in traditional, blended or online classes. This non-significance is important. As suggested, when all other external factors, in this research, are held constant and the academic playing field is level, male students perform equally within the classroom, also, because no significant differences exists in academic achievement, the quality of instruction from well-trained, highly qualified educators can be an integral factor in closing the achievement gap between African American, low-SES male students.

Cette recherche s’inscrit dans le domaine des technologies de l’information et de la communication pour l’enseignement (Tice) et a pour objet d’étudier l’articulation du présentiel et de la distance dans le contexte capverdien. Elle vise la compréhension de cette modalité d’apprentissage hybride. Un dispositif permettant aux étudiants d’échanger et de collaborer autour de tâches collaboratives a été mis en place.Le cadre théorique fait référence au socioconstructivisme, à la communication médiée par ordinateur (CMO) et à l’écrit comme fondement de base pour cette recherche. Celle-ci a une visée compréhensive et praxéologique, l’objectif général et à terme étant d’apporter des éclairages permettant d’appréhender plus facilement les Tice en vue de les intégrer efficacement dans des formations en français autorisant l’usage des outils technologiques. La démarche que nous avons adoptée est axée sur une approche ethnométhodologique. Les données obtenues ont été analysées quantitativement et qualitativement puis, elles ont été croisées selon le principe de la triangulation (Van Der Maren, 1997).Cette recherche propose quelques éléments de réponse. L’usage des outils technologiques facilite les échanges entre les étudiants, leur permet de co-construire leur apprentissage, autorise des rétroactions sur les formes linguistiques. Elle facilite l’encadrement et l’accompagnement des étudiants. Les conditions technologiques et techniques sont également importantes. / This research is in the field of information technology and communication for teaching (ITC) and aims at studying the joint-face and distance in the Cape Verdean context. It is in order to understand this form of blended learning that a device allowing students to share and collaborate around collaborative tasks has been established.The theoretical framework refers to social constructivism, communication mediated by computer (CMC) and written as basic foundation for this search. It has a comprehensive and praxeological reference, the overall objective is to provide insights for easier understanding of the ITC to effectively integrate the use of technological tools in training in teaching French. The approach we have adopted is based on an ethnomethodological approach. The data obtained were analyzed quantitatively and qualitatively, then they were crossed according to the principle of triangulation (Van Der Maren, 1997).This research provides some answers. The use of technological tools facilitates exchanges between students, allowing them to co- construct their learning, and enables feedback on linguistic forms. It also facilitates management and support to students. Technological and technical conditions are also important.

O objetivo deste estudo é investigar se a organização da atividade didática no modelo de Ensino Híbrido, analisada sob a ótica dos pressupostos teóricos de psicologia histórico-cultural, proporciona condições adequadas para a formação de conceitos. Foram sujeitos, três professores e 79 alunos do Ensino Fundamental (escola privada e pública). Plano de aula, filmagem, questionário e entrevista foram instrumentos de coleta de dados, analisados qualitativamente e por Núcleos de Significação. Os resultados apontaram colaboração entre pares e utilização das TIC como recursos eficientes para aprender, na percepção dos estudantes. Os professores, apesar dos desafios de inserção das TIC, consideram que o uso integrado, somado à personalização do ensino, promove mediações mais eficientes em relação às demandas específicas dos estudantes. Conclui-se que o Ensino Híbrido oferece oportunidade de desenvolvimento das funções psicológicas superiores, porém exige planejamento minucioso objetivando a sistematização dos conceitos, além da reflexão sobre papéis desempenhados em classe / The present study aims to investigate if the organization of didactic activity in the blended learning approach, analyzed under the perspective of theoretical framework of cultural-historical psychology, provides suitable conditions for formation of concepts. Participants were 3 teachers and 79 elementary school students (Private and Public Schools). Teaching plan, filming, questionnaire and interview were instruments for data collection, and were analyzed qualitatively by meaning core. Results showed collaboration among peers and uses of ICT as efficient resources for learning according to students\' perception. Teachers, despite the ICT integration challenges, consider that the integrated use of ICT, in addition to the personalization of learning, promotes more efficient mediation related to the specific demands of the students. We concluded that the blended learning approach offers opportunity to develop higher mental functions, requiring, however, careful planning aimed at systematization of concepts, besides reflecting about roles played in class

La recherche se situe au carrefour de la didactique des langues-cultures et de l’ALAO (Apprentissage des Langues Assistée par Ordinateur) via des dispositifs hybrides. Elle porte sur les usages des dispositifs médiatisés d’apprentissage de la langue étrangère par des apprenants non-spécialistes. Le postulat de départ est qu’une recherche sur les usages constitue un moyen pour les concepteurs d’appréhender les manières dont les apprenants s’approprient ces dispositifs. L’hypothèse émise est qu’il y a un décalage entre les usages attendus par les enseignants et les usages réels des apprenants et qu’il est pertinent, d’un point de vue didactique, de travailler sur ces décalages afin, d'une part, que les enseignants concepteurs puissent modifier les modèles d’usages en amont de la mise en œuvre du dispositif d’apprentissage et d'autre part, puissent réagir de manière plus adéquate pendant l’utilisation du dispositif par les apprenants. Cette hypothèse conduit à formuler deux questions de recherche principales. Premièrement, quels usages font les apprenants de langues étrangères des dispositifs hybrides ? Et deuxièmement, sur quels éléments des usages les concepteurs peuvent-ils s’appuyer pour la conception ou pour l’actualisation du dispositif ?La recherche est une recherche-action de type expérimental. Elle s’effectue sur deux terrains particuliers : un terrain en contexte français qui constitue le terrain d’analyse et un terrain en contexte malgache qui est le terrain de conception et d’expérimentation. Ces deux terrains présentent des points communs : public-cible constitué d’étudiants non-spécialistes de la langue et spécialistes d’autres disciplines, inscrit en première année de formation, apprentissage de la langue-cible s’effectuant à distance via une plateforme. Deux formes de données de recherche sont exploitées de ces deux terrains : des données invoquées (traces laissées par les apprenants sur la plateforme), suscitées (des questionnaires en direction des apprenants et des entretiens semi-directifs auprès des enseignants-concepteurs afin de cerner les usages prescrits). Les résultats attendus sont de trois types. Sur le plan herméneutique, la recherche permet de caractériser les usages des apprenants selon leurs modes d’interprétation et d’appropriation du dispositif. Sur le plan praxéologique, elle constitue un appui à la conception de dispositifs hybrides, par le biais de recommandations soulignant le rôle de la scénarisation, l’importance de l’articulation d’un côté, des outils mis à disposition des apprenants avec les tâches proposées et de l’autre côté, du présentiel et du distantiel dansl'hybridation. Enfin, elle participe à la promotion, à la diffusion et à l’apprentissage de la langue française en direction des étudiants malgachophones. / This research work is situated at the crossroads of the didactics of Languages and Cultures and CALL (Computer-Assisted Language Learning) via blended learning courseware systems. It focuses on the learners’ usage of computer-mediated learning environments for foreign languages. The premise is that research on usage constitutes a means for course designers to apprehend the ways learners adapt to these tools. Our hypothesis is that there is a discrepancy between the usage prescribed by the teachers and the real usage made by the learners. We believe that it is therefore relevant, from a didactic perspective, to work on these discrepancies so that teacher-designers can improve their practices of these learning systems by adapting their usage models ahead of the implementation of the course setup and by reacting in a more appropriate way during the time the learners are using the tools. This hypothesis raises two main research questions. On the one hand, what use do foreign language learners make of blended learning systems? And, on the other hand, what particular information on usage will help courseware designers in the design or update of their system?The research can be described as experimental action research. This is performed in two research fields: a French context, which is the analytical field and a Malagasy context, which is the field of design and experimentation. These two fields share some common points: a target group of non-specialist language students and specialists of other disciplines enrolled in the first year of their courses and the learning of the target language taking place on a distancelearning platform. Two forms of research data are utilised in both of these fields: invoked data (learners’ traces left on the platform) and raised data (questionnaires completed by the learners and semi-guided interviews of teacher-designers in order to better understand the prescribed uses). The results are of three kinds. At the hermeneutic level, the research enables learners’ usage to be characterised according to their ways of interpreting and adapting to the system. At the praxeological level, it supports the design of courseware systems by giving advice which underlines the role of scenario design and the importance of the strategic use of the tools available to the learner for the tasks proposed. Finally, it helps promote and disseminate the French language to Malagasy students.

Este estudo descreve a experiência inicial de integração do sistema de gestão de aprendizagem Moodle, para apoiar o processo de ensino-aprendizagem na Disciplina de Odontopediatria da Faculdade de Odontologia da Universidade de São Paulo. Os alunos de pós-graduação (11) foram capacitados em tutoria para construir um curso complementar à grade curricular e gerenciar 2 grupos do último ano de graduação (n=132). Após um mês de aula teórica, os graduandos realizaram uma prova (P1), responderam um questionário inicial e em seguida participaram das atividades no ambiente virtual de aprendizagem (AVA), durante o restante do curso. Realizaram 3 provas presenciais (P2, P3 e P4) durante a aprendizagem baseada na Web, gerando assim uma nota final (NF). Também responderam outro questionário sobre a experiência com a plataforma e foram avaliados através de uma nota de participação (NP) no Moodle. Observou-se uma correlação entre NP e NF. E comparando as notas finais das duas coortes do estudo, que participaram do Moodle, com outras 2 coortes que não participaram das atividades, observou-se diferença significante (p<0,001). Os alunos que mais participaram das atividades no Moodle obtiveram notas melhores. Além disso, houve uma diferença significativa entre as notas das coortes que tiveram a participação dos alunos no Moodle em comparação aos que não tiveram o aprendizado híbrido, sugerindo que a flexibilização através do AVA favorece o acréscimo de conhecimento. / This study describes our initial experience of integrating an open-source course management system (CMS) called Moodle (the modular object-oriented dynamic learning environment) to support teaching and learning in pediatric dentistry applied to 2 groups of last-year undergraduate dentistry students (n=134) from University of São Paulo. It is a longitudinal case study of two prospective cohorts (undergraduate students) and it includes the creation of two courses in a virtual learning environment - moodle (version 1.9). The integration of the Moodle course into our teaching was assessed using online grades activity, student examination marks and feedbacks from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students that used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in their final examination marks.

Orientador: Marcus Vinicius Maltempi / Resumo: A internet tem sido uma fonte crescente de recursos que podem ser utilizados para o ensino. Pesquisas têm mostrado a contribuição de softwares, vídeos, dentre outros materiais online para o ensino e aprendizagem da Matemática, entretanto é comum perceber que as potencialidades da internet têm sido pouco aproveitadas nas aulas de Matemática. Nesse sentido, a sala de aula caracterizada por sua complexidade, mesmo quando faz uso de recursos da internet mantém práticas de ensino e aprendizagem que expressam culturas socialmente produzidas quando a internet ainda não se fazia presente. Nessa direção, contei com os pressupostos da investigação qualitativa e de um trabalho colaborativo entre mim e as professoras de duas turmas do primeiro ano de escolas públicas estaduais do estado de São Paulo, sendo uma na cidade de Vinhedo e outra na cidade de Nova Odessa: Escola Técnica Estadual (ETEC), para buscar compreender práticas culturais de ensinar e aprender (re)constituídas nas aulas de Matemática mediadas pela internet em um ambiente híbrido. Considerei as características do ambiente híbrido para a condução das aulas cujo estudo sobre o conceito de Função foi o foco em ambas as escolas. Adotei as análises narrativas para expressar a produção do meu conhecimento sobre os dados constituídos nas duas salas de aulas, as quais são vistas nessa pesquisa como comunidades de prática que são sistemas complexos. Assim, meu olhar para os dados foi a partir da Ciência da Complexidade. Os resultad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The internet is currently offering more and more resources that can be used for teaching purposes. Research has shown how the use of software, video, and other online materials are contributing to the teaching and learning of Mathematics. However, it is noticeable that the potentialities of the Internet have been poorly used in Mathematics classes. In this sense, even when the classroom – characterized by its complexity – uses internet resources, teaching and learning practices will mostly express a culture socially produced when the Internet was not present. Therefore, this research seeks to understand cultural practices (re)constituted in mathematics classes mediated by the Internet in a hybrid environment. The research is based on qualitative investigation, and on collaborative work between myself and two grade 10 teachers from public schools in the state of São Paulo. One school was a regular school in the city of Vinhedo, and the other was a technical school in the city of Nova Odessa. In both schools, classes were focused on the concept of function, and the features of a hybrid environment were considered during class implementation. Narrative analysis was used to communicate the knowledge built from the data produced in the two classrooms, which are acknowledged in this research as complex systems. As such, the data was analyzed from the lens of Complexity Science. Research outcomes show that teaching is facilitated by the potentialities of a hybrid environment in orde... (Complete abstract click electronic access below) / Doutor

Este estudo tem por principal objetivo investigar o aproveitamento de uma amostra de 29 estudantes que participaram de uma experiência pedagógica na disciplina Planejamento e Análise de Sistemas de Transporte, oferecida para o curso de engenharia civil da Escola de Engenharia de São Carlos, Universidade de São Paulo. Essa experiência decorreu da aplicação do método aprendizagem baseada em problemas (Problem-Based Learning - PBL) na modalidade de ensino semipresencial, com o uso de uma plataforma de ensino a distância CoL (Cursos on-Line), apoiada nos estilos de aprendizagem. Os dados foram coletados por meio do instrumento - Índice de Estilos de Aprendizagem (Index of Learning Styles - ILS) de Felder e Soloman, traduzido para o português, para identificar os estilos de aprendizagem dos estudantes. O ILS foi aplicado no início da disciplina para conhecer o perfil de aprendizagem dos estudantes, auxiliar no preparo de atividades direcionadas para o público-alvo, e na composição dos grupos de acordo com seus estilos de maneira mais heterogênea e equilibrada possível, visando um melhor aproveitamento na disciplina. Para analisar o aproveitamento da amostra submetida à alternativa instrucional e os efeitos do PBL, foram utilizadas as respostas dos estudantes a um questionário de avaliação da nova proposta, respondido no final da disciplina e um questionário para avaliação do aprendizado, usado após o encerramento da disciplina. A partir das respostas desse questionário foram construídos mapas cognitivos que contribuíram para a avaliação e comparação do aprendizado da amostra com uma turma submetida ao modelo tradicional. Além desses instrumentos, na análise dos dados, foram utilizadas as notas dos estudantes da amostra e de outra turma de alunos regularmente matriculados na mesma disciplina, porém sem a inserção de inovações pedagógicas. Essas notas foram analisadas com o objetivo de investigar sua relação com os estilos de aprendizagem e com o método PBL bem como para verificar a ocorrência de aproveitamentos diferenciados entre os estudantes. Os resultados da análise qualitativa e quantitativa mostraram que os estudantes obtiveram um aproveitamento significativamente melhor com o novo desenho da disciplina. / The main purpose of this study is to investigate the performance of a sample of 29 students who participated in an educational experience in Planning and Analysis of Transportation Systems Course for civil engineering course from Escola de Engenharia de São Carlos, Universidade de São Paulo. This experience elapsed from the application of problem-based learning (PBL) method in a blended learning mode using a web-based learning - CoL (Cursos on-Line) - with the support of the leaning styles. The data were collected through the Felder and Solomans instrument - Index of Learning Styles (ILS) to identify the students learning styles. The portuguese version of the ILS was applied at the beginning of the course to find the students learning preferences to assist the development of activities directed to the public, and the composition of the groups according to their styles seeking a better use in the course. To examine the use of the sample submitted to the instructional alternative and the effects of PBL were used the responses of the students to a questionnaire for assessing the new proposal responded at the end of the course, and a questionnaire for assessment of learning that was used after the closure of the course. Cognitive maps were built from the answers of the questionnaire that contributed to this assessment and also to make the comparison of the sample with a group of students submitted to the traditional model. Besides these instruments were used the grades of the sample and also of the other group of students regularly enrolled in the same course, but without the introduction of pedagogical innovations. These grades were analyzed with the aim of investigating the relationship between the learning styles and the PBL method, and to verify the presence of differentiated performance between the groups of students. The results of the qualitative and quantitative analysis showed that students obtained a significantly better performance with the new course design.