Uso do ensino híbrido na disciplina teorias de aprendizagem: uma experiência no curso de pedagogia
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-29
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
27
jan./dez.
46
27
jan./dez.
Coleções
Resumo
As mudanças sociais transformaram as relações humanas, as formas de aprender e ensinar. O Ensino Híbrido ou Blended Learning, modalidade de ensino que combina atividades presenciais e on-line, é uma maneira de adaptar-se a este novo cenário social. O objetivo geral deste artigo é apresentar as percepções de licenciandos de Pedagogia sobre a disciplina Teorias de Aprendizagem na modalidade híbrida. O trabalho revela-se de natureza qualitativa, dos tipos: bibliográfica, exploratória e intervenção pedagógica. Na primeira parte da pesquisa, de caráter exploratório, foi aplicado um questionário (questionário 1) a 23 alunos que cursaram a disciplina no período anterior à intervenção. As respostas evidenciaram: i) a necessidade de mudança das práticas; ii) que o uso das Tecnologias Digitais de Informação e Comunicação poderia tornar as aulas mais interessantes; iii) que Teorias de Aprendizagem é uma disciplina importante na formação do pedagogo. A partir da análise destes dados, foi planejada a segunda parte da pesquisa, que se caracterizou por uma intervenção pedagógica nas aulas da disciplina em questão. Estas aulas passaram a ser mediadas por um Ambiente Virtual de Aprendizagem, o Schoology, na modalidade Híbrida e utilizando metodologias ativas. Participaram da intervenção 21 alunos do 4º período de Pedagogia. Para coleta de dados, foram utilizados os instrumentos: observação, questionário e grupo focal. Os resultados evidenciam que a intervenção contribuiu para a formação dos participantes, considerando o conhecimento construído sobre as teorias de aprendizagem e as práticas caracterizadas pelos alunos como inovadoras e inspiradoras de seu desenvolvimento profissional ou acadêmico.
Social changes have transformed human relationships, and the ways of learning and teaching. Blended learning, a teaching modality that combines classroom and online activities, has been a way to adapt to this new social scenario. The main objective of this article is to identify the perceptions of Pedagogy undergraduates about the subject Learning Theories in the blended learning modality. The work reveals itself of a qualitative nature, with a bibliographic and exploratory approach and pedagogical intervention. In the first part of the research, with an exploratory approach, a questionnaire (questionnaire 1) was applied to 23 students who had taken the subject in the term before the intervention. The answers have shown: i) the need for a chance in the practices; ii) that the use of Digital Information and Communication Technologies could make the classes become more interesting; iii) the subject Learning Theories is a very important subject to the Pedagogue’s practice. From the analysis of these data, the second part of the research was developed, and it was characterized by a pedagogical intervention in this subject classes, which have been mediated through a virtual learning environment (LMS – Learning Management System), Schoology, with Blended Learning, and using Active Methodologies. 21 students from the 4th period of Pedagogy course were part of this intervention. For data collection, the instruments were: observation, questionnaires and a focal group. The results show that the intervention contributed significantly to the formation of the participants, either theoretically built knowledge, and through the practices considered innovative and inspiring by the students for their professional and academic development.
Social changes have transformed human relationships, and the ways of learning and teaching. Blended learning, a teaching modality that combines classroom and online activities, has been a way to adapt to this new social scenario. The main objective of this article is to identify the perceptions of Pedagogy undergraduates about the subject Learning Theories in the blended learning modality. The work reveals itself of a qualitative nature, with a bibliographic and exploratory approach and pedagogical intervention. In the first part of the research, with an exploratory approach, a questionnaire (questionnaire 1) was applied to 23 students who had taken the subject in the term before the intervention. The answers have shown: i) the need for a chance in the practices; ii) that the use of Digital Information and Communication Technologies could make the classes become more interesting; iii) the subject Learning Theories is a very important subject to the Pedagogue’s practice. From the analysis of these data, the second part of the research was developed, and it was characterized by a pedagogical intervention in this subject classes, which have been mediated through a virtual learning environment (LMS – Learning Management System), Schoology, with Blended Learning, and using Active Methodologies. 21 students from the 4th period of Pedagogy course were part of this intervention. For data collection, the instruments were: observation, questionnaires and a focal group. The results show that the intervention contributed significantly to the formation of the participants, either theoretically built knowledge, and through the practices considered innovative and inspiring by the students for their professional and academic development.
Descrição
Palavras-chave
Ensino híbrido, Teorias de aprendizagem, Pedagogia, Blended learning, Learning theories, Pedagogy
Citação
SANTOS, Shayane Ferreira dos; BARCELOS, Gilmara Teixeira; RANGEL, Angellyne Moço. Uso do ensino híbrido na disciplina teorias de aprendizagem: uma experiência no curso de pedagogia. Educação (UFSM), Santa Maria, RS, v. 46, n. 27, p. 1-29, jan/dez. 2021. https://doi.org/10.5902/1984644442008. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/42008. Acesso em: 2022-07-20