Ambiente virtual de aprendizagem numa escola periférica de Queimadas/BA: interações estudantis e aprendizagem
Miniatura indisponível
Ficheiros
Data
2014
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O presente estudo descreve e analisa a participação de um grupo de sessenta alunos do Ensino Médio de uma escola pública do Estado da Bahia, Brasil, num Ambiente Virtual de Aprendizagem em plataforma Moodle. O problema sob investigação relaciona-se com a análise do modo como esse Ambiente Virtual de Aprendizagem pode promover o desenvolvimento das relações estudantis e elevar igualmente o nível de aprendizagem desses educandos. Para isso, averiguou-se como e se os recursos colaborativos, disponíveis nesse ambiente virtual, seriam capazes de promover conhecimento neste espaço interativo; nesse sentido, elencou-se o desenvolvimento de habilidades e competências de aprendizagem influenciadas pela participação dos estudantes neste ambiente, descrevendo-se os obstáculos e benefícios encontrados no desenvolvimento das atividades colaborativas. Fundamentado na Teoria do Agir Comunicativo, segundo Habermas (2012), este estudo baseia-se na interação comunicativa dos estudantes, mediada pelas Tecnologias da Informação e Comunicação na emergência do Ciberespaço, enfocadas por Lévy (1999). Utilizou-se, como recurso técnico, a plataforma Moodle (Modular Object-Oriented Dynamic Learning Environment), sistema desenvolvido para escolas e professores que desejam um espaço virtual de aprendizagem para interagir com os alunos na concepção da Web 2.0, conforme Dvorak (2012). O estudo foi concebido com base em pesquisa ação, com a participação de 60 alunos, sendo 19 do sexo masculino e 41 do sexo feminino, do 3º ano do ensino médio de uma escola pública, do Estado da Bahia, Brasil, auxiliados por 5 tutores. O principal instrumento utilizado foi o AVA www.educadorxavier.com.br. Foi criado um curso de redação, dividido em três módulos, na modalidade dissertativo-argumentativa à distância, onde os alunos participaram das atividades online pelo período de seis meses. Os alunos cursistas utilizaram várias ferramentas colaborativas durante o curso. Para a recolha e a análise dos dados, o pesquisador utilizou os seguintes instrumentos dentro do próprio sistema do AVA: questionário COLLES (Constructivist On-Line Learning Environment Survey), questionário ATTLS (Attitudes to Thinking and Learning Survey), grelha de avaliação dos fóruns e grelha de avaliação dos textos dissertativo-argumentativos produzidos pelos estudantes. Ao se analisar os dados, pode-se afirmar que o Ambiente Virtual de Aprendizagem, apesar das limitações, quando criado com base em teorias sólidas e mediado por profissionais capacitados, com pressupostos metodológicos que têm por base os princípios da interação social, da colaboração e da intersubjetividade comunicativa, pode promover o conhecimento e melhorar o processo de ensino e aprendizagem.
The present study describes and analyzes the participation of a group of sixty high school students of a public school in the State of Bahia, Brazil, a Virtual Learning Environment Moodle platform. The problem under investigation is related to the analysis of how this virtual learning environment can promote the development of student relations and also raise the level of learning of these students. For this, it was examined whether and how the collaborative features available in this virtual environment, would be able to promote knowledge in this interactive space; we listed the development of skills and learning skills influenced by the participation of students in this environment, describing the obstacles encountered in the development and benefits of collaborative activities. Based on the Theory of Communicative Action, Habermas (2012), this study is based on communicative interaction among students mediated by Information and Communication Technologies in the emergence of Cyberspace, focused by Levy (1999). Was used as a technical resource to Moodle (Modular Object-Oriented Dynamic Learning Environment) platform, system developed for schools and teachers who want a virtual learning space to interact with students in the design of Web 2.0, as Dvorak (2012) . The study was designed based on action research, with the participation of 60 students, 19 male and 41 female, 3rd year high school at a public school, the State of Bahia, Brazil, aided by five tutors . The main instrument used was the AVA www.educadorxavier.com.br. One writing course, divided into three modules, the argumentative argumentative-distance mode, where students participated in online activities for six months periods was created. The teacher students used various collaborative tools during the course. For collecting and analyzing data, the researcher used the following instruments within the AVA system itself: COLLES questionnaire (Constructivist On-Line Learning Environment Survey) questionnaire ATTLS (Attitudes to Thinking and Learning Survey), the evaluation grid of the forums and evaluation of grid-argumentative argumentative texts produced by students. When analyzing the data, it can be stated that the Virtual Learning Environment, despite the limitations, when created, based on sound theories and mediated by trained professionals with methodological assumptions that are based on the principles of social interaction, collaboration and of communicative intersubjectivity, can advance knowledge and improve the process of teaching and learning.
The present study describes and analyzes the participation of a group of sixty high school students of a public school in the State of Bahia, Brazil, a Virtual Learning Environment Moodle platform. The problem under investigation is related to the analysis of how this virtual learning environment can promote the development of student relations and also raise the level of learning of these students. For this, it was examined whether and how the collaborative features available in this virtual environment, would be able to promote knowledge in this interactive space; we listed the development of skills and learning skills influenced by the participation of students in this environment, describing the obstacles encountered in the development and benefits of collaborative activities. Based on the Theory of Communicative Action, Habermas (2012), this study is based on communicative interaction among students mediated by Information and Communication Technologies in the emergence of Cyberspace, focused by Levy (1999). Was used as a technical resource to Moodle (Modular Object-Oriented Dynamic Learning Environment) platform, system developed for schools and teachers who want a virtual learning space to interact with students in the design of Web 2.0, as Dvorak (2012) . The study was designed based on action research, with the participation of 60 students, 19 male and 41 female, 3rd year high school at a public school, the State of Bahia, Brazil, aided by five tutors . The main instrument used was the AVA www.educadorxavier.com.br. One writing course, divided into three modules, the argumentative argumentative-distance mode, where students participated in online activities for six months periods was created. The teacher students used various collaborative tools during the course. For collecting and analyzing data, the researcher used the following instruments within the AVA system itself: COLLES questionnaire (Constructivist On-Line Learning Environment Survey) questionnaire ATTLS (Attitudes to Thinking and Learning Survey), the evaluation grid of the forums and evaluation of grid-argumentative argumentative texts produced by students. When analyzing the data, it can be stated that the Virtual Learning Environment, despite the limitations, when created, based on sound theories and mediated by trained professionals with methodological assumptions that are based on the principles of social interaction, collaboration and of communicative intersubjectivity, can advance knowledge and improve the process of teaching and learning.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, APRENDIZAGEM, E-LEARNING, RECURSOS EDUCATIVOS, PROCESSO DE ENSINO-APRENDIZAGEM, MOODLE, COMUNICAÇÃO VIRTUAL, BRASIL, BAHIA, EDUCATION, BRAZIL, LEARNING, E-LEARNING, EDUCATIONAL RESOURCES, TEACHING-LEARNING PROCESS, MOODLE, VIRTUAL COMMUNICATION, BAHIA