Aprendizagem sem erro em idosos nas oficinas de inclusão digital

• Autor(a) principal: Goulart, Denise
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/2678
• topic: MEDICINA; GERIATRIA; GERONTOLOGIA BIOMÉDICA; IDOSOS; ENVELHECIMENTO; INCLUSÃO DIGITAL; APRENDIZAGEM; INFORMÁTICA - ENSINO; CNPQ::CIENCIAS DA SAUDE::MEDICINA

The study, using a descriptive, exploratory design, was developed in a case study approach and performed in a quanti-qualitative methodology with an interventional analysis in a longitudinal perspective. Its main objective was to analyze the effect of an errorless learning methodology in a program of digital inclusion workshops for aged people trying to find, therefore, arguments to confirm the thesis that the errorless learning technique supports computer-related learning in digital inclusion workshops for elderly people. The sample consisted of 25 elderly people divided in two groups (14/11), named Group 1 and 2, with mean age of 68 years. Concerning to the education level, 11 of them were graduates. It was observed that 13 people participating of group 1 had a computer and 11 from group 2 did. During the development of the intentional intervention tasks, data were collected through participant observation, perceiving the progress and difficulties of each student at every meeting and describing it in evaluation forms. Each operation developed was requested the same number of times so it was possible to observe which computer-related activities were more and less successful. Quantitative data contained in the evaluation forms and socio-demographic data from groups 1 and 2 were subjected to descriptive statistics treatment, the tests with inferential statistics analysis (two-way ANOVA followed by Tukey post hoc test, when necessary, and categorical data with the Chi-Square Test). The effects of methodological approach in the digital inclusion workshops on the learning process showed by the aged people were analyzed according to the Student t test for independent samples. The effect of digital inclusion workshops on cognitive aspects of the aged people who participated in this study was analyzed with the Student t test for independent samples. The measures have been presented by mean ± standard error, p<0,05 and it was considered significative, which means the method was efficient. In order to complement, qualitative data were analyzed according to the Analysis of Content proposed by Bardin demonstrating that the aged people appreciated the method and they felt included because they could learn without the fear of making a mistake. Self esteem increase, joy and sharing between colleagues were also observed among the participants.