The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom

Detalhes bibliográficos
Autor(a) principal: Ramos, Joseli Konig
Data de Publicação: 2020
Outros Autores: Boeira, Jeane Caroline, Kroenke, Adriana, de Souza Domingues, Maria Jose Carvalho
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965
Resumo: Creativity is present in our daily lives. It excels in personal environments aswell as in school and professional settings. This article aims to verify if there arebarriers in the creativity of the graduates of higher education in the modalities ofdistance education and face-to-face modality, pluricurricular. For this, a 7-point likertscale questionnaire was applied to 283 graduates from higher education. Thetheoretical basis on creativity and the individual, their barriers listed in fourconstructs, inhibition / shyness; lack of time / opportunity; social repression; and lackof motivation. The data were analyzed through correlation, obtaining a result of thedata analysis, the indication that both teachings correlate positively as the barriers tothe development of creativity for classroom teaching and distance learning. It shouldbe considered that distance learning still shows superior results, and it is possible tofind additional foundations and more explanations that are detailed on the subject. Keywords: Creativity. University education. E-learning. On-campus teaching.  
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spelling The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom As Barreiras da Criatividade dos Egressos do Ensino Superior EAD e PresencialCreativity is present in our daily lives. It excels in personal environments aswell as in school and professional settings. This article aims to verify if there arebarriers in the creativity of the graduates of higher education in the modalities ofdistance education and face-to-face modality, pluricurricular. For this, a 7-point likertscale questionnaire was applied to 283 graduates from higher education. Thetheoretical basis on creativity and the individual, their barriers listed in fourconstructs, inhibition / shyness; lack of time / opportunity; social repression; and lackof motivation. The data were analyzed through correlation, obtaining a result of thedata analysis, the indication that both teachings correlate positively as the barriers tothe development of creativity for classroom teaching and distance learning. It shouldbe considered that distance learning still shows superior results, and it is possible tofind additional foundations and more explanations that are detailed on the subject. Keywords: Creativity. University education. E-learning. On-campus teaching.  La creatividad está presente en nuestra vida diaria. Se destaca tanto en entornos personales, como en entornos escolares y profesionales. El propósito de este artículo es verificar si existen barreras en la creatividad de los graduados de la educación superior en las modalidades de aprendizaje a distancia (aprendizaje a distancia) o cara a cara, pluricurricular. Para esto, se aplicó un cuestionario de escala Likert de 7 puntos a 283 graduados de educación superior. Había una base teórica sobre la creatividad y el individuo, sus barreras enumeradas en cuatro constructos, inhibición / timidez; falta de tiempo / oportunidad; Represión social; y falta de motivación. Los datos se analizaron mediante correlación, obteniendo, como resultado del análisis de datos, la indicación de que ambas enseñanzas están positivamente correlacionadas en términos de las barreras para el desarrollo de la creatividad para la enseñanza en el sitio y el aprendizaje a distancia. Debe considerarse que la educación a distancia aún muestra resultados superiores, siendo posible encontrar bases adicionales y explicaciones más detalladas sobre el tema.  A criatividade está presente em nosso dia a dia. Ela se destaca tanto nosambientes pessoais, assim como nos escolares e profissionais. Com este artigo, tem-se o objetivo de verificar se há barreiras na criatividade dos egressos do ensinosuperior nas modalidades de ensino EAD (Ensino a distância) e presencial,pluricurriculares. Para isso, foi aplicado um questionário por escala likert de 7 pontospara 283 egressos do ensino superior. Realizou-se o embasamento teórico sobrecriatividade e o indivíduo, suas barreiras elencadas em quatro construtos,inibição/timidez; falta de tempo/oportunidade; repressão Social; falta de motivação.Os dados foram analisados através de correlação, obtendo, como resultado dasanálises dos dados, a indicação de que ambos os ensinos se correlacionam de formapositiva quanto às barreiras do desenvolvimento da criatividade para o EnsinoPresencial e Ensino EAD. Há de se considerar que o Ensino EAD ainda se mostra comresultados superiores, sendo possível encontrar fundamentos adicionais e explicaçõesmais detalhadas sobre o tema. Palavras-chave: Criatividade. Ensino superior. Ensino a distância. Ensino presencial.  Fundação Cecierj2020-06-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/96510.18264/eadf.v10i1.965EaD em Foco; Vol. 10 No. 1 (2020)EaD em Foco; Vol. 10 Núm. 1 (2020)EaD em Foco; v. 10 n. 1 (2020)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965/531https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965/567Criatividade, Ensino SuperiorCopyright (c) 2020 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRamos, Joseli Konig Boeira, Jeane Caroline Kroenke, Adriana de Souza Domingues, Maria Jose Carvalho 2020-07-30T19:32:59ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
As Barreiras da Criatividade dos Egressos do Ensino Superior EAD e Presencial
title The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
spellingShingle The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
Ramos, Joseli Konig
title_short The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
title_full The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
title_fullStr The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
title_full_unstemmed The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
title_sort The Barriers of Creativity for Higher Education Graduates Distance Learning and Classroom
author Ramos, Joseli Konig
author_facet Ramos, Joseli Konig
Boeira, Jeane Caroline
Kroenke, Adriana
de Souza Domingues, Maria Jose Carvalho
author_role author
author2 Boeira, Jeane Caroline
Kroenke, Adriana
de Souza Domingues, Maria Jose Carvalho
author2_role author
author
author
dc.contributor.author.fl_str_mv Ramos, Joseli Konig
Boeira, Jeane Caroline
Kroenke, Adriana
de Souza Domingues, Maria Jose Carvalho
description Creativity is present in our daily lives. It excels in personal environments aswell as in school and professional settings. This article aims to verify if there arebarriers in the creativity of the graduates of higher education in the modalities ofdistance education and face-to-face modality, pluricurricular. For this, a 7-point likertscale questionnaire was applied to 283 graduates from higher education. Thetheoretical basis on creativity and the individual, their barriers listed in fourconstructs, inhibition / shyness; lack of time / opportunity; social repression; and lackof motivation. The data were analyzed through correlation, obtaining a result of thedata analysis, the indication that both teachings correlate positively as the barriers tothe development of creativity for classroom teaching and distance learning. It shouldbe considered that distance learning still shows superior results, and it is possible tofind additional foundations and more explanations that are detailed on the subject. Keywords: Creativity. University education. E-learning. On-campus teaching.  
publishDate 2020
dc.date.none.fl_str_mv 2020-06-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965
10.18264/eadf.v10i1.965
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965
identifier_str_mv 10.18264/eadf.v10i1.965
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965/531
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/965/567
dc.rights.driver.fl_str_mv Copyright (c) 2020 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Criatividade, Ensino Superior
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 10 No. 1 (2020)
EaD em Foco; Vol. 10 Núm. 1 (2020)
EaD em Foco; v. 10 n. 1 (2020)
2177-8310
reponame:EAD em Foco
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instacron:CECIERJ
instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron_str CECIERJ
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