Rethinking Blended Learning: A Critical Perspective
In September 2024, the Federal Education Council in Argentina approved new national guidelines for initial teacher training (Resolution 476/2024). This marked the beginning of a review process for various teacher training programs. The new guidelines emphasized adding “blended education” – a method that integrates face-to-face and distance learning via interactive platforms.
The goal was to increase the flexibility of curriculum design, promote independent learning and help sustain consistent training trajectories.
Beyond Flexibility: Addressing the Complexities of Blended Learning
Those who work in teacher training know curriculum guidelines provide the foundational structure and democratic framework for designing all types of vocational courses. We know that these quidlines should aim to repair the fragmentation and growing inequities within our education system, to build a fairer system that cultivates engaged citizenship.
Yet, bordering on paradox, these new guidelines seem to limit equal educational opportunities in a time when the very notion of “rights endedonuclease]
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* What are Dr. Cavicchia’s primary concerns about the implementation of blended learning in Argentina?[1]## Rethinking Blended Learning: An Interview
**Host:** Welcome back to the show. Today we’re diving into the complex world of blended learning with Dr. Maria Cavicchia, an expert in health sciences education and a proponent of problem-based learning. Dr. Cavicchia, thank you for joining us.
**Dr. Cavicchia:** Thank you for having me.
**Host:** Let’s start with the basics. Recent guidelines in Argentina are pushing for more “blended education” in teacher training. What are your thoughts on this trend?
**Dr. Cavicchia:** Blended learning, as the name suggests, combines traditional, face-to-face learning with online components.
While it’s great to see a focus on flexibility and promoting independent learning[[[1](https://pubmed.ncbi.nlm.nih.gov/29476666/)], it’s important to remember that simply integrating technology isn’t a panacea.
Its success depends on careful design and implementation. Simply adding online elements to existing curricula might not necessarily address existing inequalities in education or foster truly engaged citizenship.
**Host:** That raises a crucial point. The article you’re referencing highlights concerns about blended learning potentially exacerbating existing inequities. Can you elaborate on that?
**Dr. Cavicchia:** Absolutely. Access to reliable internet and technology varies greatly within Argentina.
Introducing blended learning without addressing these digital divides could leave some students behind, deepening the gap between those who have access and those who don’t.[[[[
(https://pubmed.ncbi.nlm.nih.gov/29476666/) Our research in health sciences education reminds us that successful blended learning requires careful planning, adequate resources, and ongoing support for both students and educators.
**Host:** That makes perfect sense. What are some key considerations for ensuring that blended learning effectively promotes equality and engagement in teacher training?
**Dr. Cavicchia:**
We need to prioritize equity from the outset.
This means ensuring all students have access to the necessary technology and digital literacy skills. It also means designing curricula that cater to diverse learning styles and needs.
Moreover, we need to invest in training and support for teachers so they can effectively use technology and create engaging blended learning experiences.
**Host:** Thank you for sharing your insights, Dr. Cavicchia. This has been a truly enlightening conversation.