Online learning ecosystem: Theoretical-methodological constructions

Detalhes bibliográficos
Autor(a) principal: Santos, Weider Alberto Costa
Data de Publicação: 2023
Outros Autores: Mercado, Luis Paulo Leopoldo, Oliveira, Carloney Alves de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/10172
Resumo: Digital culture impacts the dichotomous relationship between physical and online environments. The socio-technical scenario of education is socially segregated and still unbalanced in relation to digital competencies. In this sense, from a systematic literature review, we identified studies that point to online learning ecosystems as possible methodological structures that meet the demands of this convergence in education. The review included 206 productions, of which 14 were eligible using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. The results revealed that such ecosystems impact and alter conventional teacher-student relationships, classroom organization, and understanding of technology-mediated processes.
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spelling Online learning ecosystem: Theoretical-methodological constructionsEcosistema de aprendizaje on-line: Construcciones teórico-metodológicasÉcosystème d’apprentissage en ligne: Constructions théoriques et méthodologiquesEcossistema de aprendizagem on-line: Construções teórico-metodológicasLearningHybrid EducationLiterature ReviewEducationTeaching-learningDigital CultureApprentissageEnseignement HybrideRevue de la LittératureEnseignementEnseignement-apprentissageCulture numériqueAprendizagemEducação HíbridaRevisão de Literatura1. EducaçãoEnsino-aprendizagemCultura DigitalAprendizajeEducación HíbridaRevisión de la LiteraturaEducaciónEnseñanza-aprendizajeCultura digitalDigital culture impacts the dichotomous relationship between physical and online environments. The socio-technical scenario of education is socially segregated and still unbalanced in relation to digital competencies. In this sense, from a systematic literature review, we identified studies that point to online learning ecosystems as possible methodological structures that meet the demands of this convergence in education. The review included 206 productions, of which 14 were eligible using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. The results revealed that such ecosystems impact and alter conventional teacher-student relationships, classroom organization, and understanding of technology-mediated processes.La cultura digital impacta la relación dicotómica entre los ambientes físicos y on-line. El escenario sociotécnico de la educación aún está desfasado en relación a las competencias digitales y está socialmente segregado. En este sentido, desde la revisión sistemática de la literatura, identificamos estudios que apuntan a los ecosistemas de aprendizaje on-line como posibles estructuras meto-dológicas congruentes con las demandas de esta convergencia. La revisión incluyó 206 pro-ducciones, de las cuales 14 fueron elegibles a partir del método Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Los resultados revelaron que dichos ecosistemas impactan y alteran las relaciones convencionales entre profesor y estudiante, la organización del aula y la comprensión de los procesos mediados por tecnologías.La culture numérique a un impact sur la relation dichotomique entre les environnements physiques et l’environnement en ligne. Le paysage socio-technique de l’éducation est encore en déphasage par rapport aux compétences numériques et constitue un facteur de ségrégation sociale. À partir d’une analyse systématique de la littérature, nous avons identifié des études permettant d’envisager les écosystèmes d’apprentissage en ligne comme de possibles structures méthodologiques, compatibles avec les exigences de cette convergence. 206 productions ont été examinées et 14 d’entre elles sélectionnées selon la méthode Preferred Reporting Items for Systematic Reviews and Meta- Analyses. Les résultats ont montré que de tels écosystèmes ont non seulement un impact sur les relations conventionnelles entre les enseignants et les élèves, l’organisation de la classe et la compréhension des processus médiatisés par la technologie, mais peuvent aussi les modifier.A cultura digital impacta a relação dicotômica entre ambientes físicos e on-line. O cenário socio-técnico da educação ainda está descompassado em relação às competências digitais e é socialmente segregário. Nesse sentido, desde a revisão sistemática da literatura, identificamos estudos que apontam os ecossistemas de aprendizagem on-line como possíveis estruturas metodológicas congruentes às demandas dessa convergência. A revisão incluiu 206 produções, das quais 14 foram elegíveis a partir do método Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Os resultados revelaram que tais ecossistemas impactam e alteram as relações convencionais entre professor e estudante, organização de sala de aula e compreensão dos processos mediados por tecnologias.Fundação Carlos Chagas2023-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/10172Cadernos de Pesquisa; Vol. 53 (2023); e10172Cadernos de Pesquisa; Vol. 53 (2023); e10172Cadernos de Pesquisa; Vol. 53 (2023); e10172Cadernos de Pesquisa; v. 53 (2023); e101721980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/10172/4684https://publicacoes.fcc.org.br/cp/article/view/10172/4784https://publicacoes.fcc.org.br/cp/article/view/10172/4785Copyright (c) 2023 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Weider Alberto CostaMercado, Luis Paulo LeopoldoOliveira, Carloney Alves de2024-02-06T17:35:02Zoai:ojs.publicacoes.fcc.org.br:article/10172Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2024-02-06T17:35:02Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Online learning ecosystem: Theoretical-methodological constructions
Ecosistema de aprendizaje on-line: Construcciones teórico-metodológicas
Écosystème d’apprentissage en ligne: Constructions théoriques et méthodologiques
Ecossistema de aprendizagem on-line: Construções teórico-metodológicas
title Online learning ecosystem: Theoretical-methodological constructions
spellingShingle Online learning ecosystem: Theoretical-methodological constructions
Santos, Weider Alberto Costa
Learning
Hybrid Education
Literature Review
Education
Teaching-learning
Digital Culture
Apprentissage
Enseignement Hybride
Revue de la Littérature
Enseignement
Enseignement-apprentissage
Culture numérique
Aprendizagem
Educação Híbrida
Revisão de Literatura
1. Educação
Ensino-aprendizagem
Cultura Digital
Aprendizaje
Educación Híbrida
Revisión de la Literatura
Educación
Enseñanza-aprendizaje
Cultura digital
title_short Online learning ecosystem: Theoretical-methodological constructions
title_full Online learning ecosystem: Theoretical-methodological constructions
title_fullStr Online learning ecosystem: Theoretical-methodological constructions
title_full_unstemmed Online learning ecosystem: Theoretical-methodological constructions
title_sort Online learning ecosystem: Theoretical-methodological constructions
author Santos, Weider Alberto Costa
author_facet Santos, Weider Alberto Costa
Mercado, Luis Paulo Leopoldo
Oliveira, Carloney Alves de
author_role author
author2 Mercado, Luis Paulo Leopoldo
Oliveira, Carloney Alves de
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Weider Alberto Costa
Mercado, Luis Paulo Leopoldo
Oliveira, Carloney Alves de
dc.subject.por.fl_str_mv Learning
Hybrid Education
Literature Review
Education
Teaching-learning
Digital Culture
Apprentissage
Enseignement Hybride
Revue de la Littérature
Enseignement
Enseignement-apprentissage
Culture numérique
Aprendizagem
Educação Híbrida
Revisão de Literatura
1. Educação
Ensino-aprendizagem
Cultura Digital
Aprendizaje
Educación Híbrida
Revisión de la Literatura
Educación
Enseñanza-aprendizaje
Cultura digital
topic Learning
Hybrid Education
Literature Review
Education
Teaching-learning
Digital Culture
Apprentissage
Enseignement Hybride
Revue de la Littérature
Enseignement
Enseignement-apprentissage
Culture numérique
Aprendizagem
Educação Híbrida
Revisão de Literatura
1. Educação
Ensino-aprendizagem
Cultura Digital
Aprendizaje
Educación Híbrida
Revisión de la Literatura
Educación
Enseñanza-aprendizaje
Cultura digital
description Digital culture impacts the dichotomous relationship between physical and online environments. The socio-technical scenario of education is socially segregated and still unbalanced in relation to digital competencies. In this sense, from a systematic literature review, we identified studies that point to online learning ecosystems as possible methodological structures that meet the demands of this convergence in education. The review included 206 productions, of which 14 were eligible using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. The results revealed that such ecosystems impact and alter conventional teacher-student relationships, classroom organization, and understanding of technology-mediated processes.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-07
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://publicacoes.fcc.org.br/cp/article/view/10172
url https://publicacoes.fcc.org.br/cp/article/view/10172
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10172/4684
https://publicacoes.fcc.org.br/cp/article/view/10172/4784
https://publicacoes.fcc.org.br/cp/article/view/10172/4785
dc.rights.driver.fl_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 53 (2023); e10172
Cadernos de Pesquisa; Vol. 53 (2023); e10172
Cadernos de Pesquisa; Vol. 53 (2023); e10172
Cadernos de Pesquisa; v. 53 (2023); e10172
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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