Metodologias ensino-aprendizagem suportadas em TC: perspetiva do estudante do ensino superior

• Autor(a) principal: Simões, Dora
• Data de Publicação: 2014
• Outros Autores: Pinheiro, Margarida M.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v6i1.4133

This study intends to contribute to the discussion on the way implementation of active and collaborative methodologies associated to Communication Technologies (CT) can affect knowledge building in higher education institutions. Specifically, the purpose would be to assess: (1) how collaborative environments derived from the use of CT encourage students to be involved actively in the learning process; (2) how collaborative tools at team work level influence regulation of learning by the students themselves; and (3) how the use of elements close to what students consider to be part of their future professional activity can lead to different learning attitudes. Data collection was based on questionnaires, departing from a specific environment employing several collaborative applications. The study was repeated in two consecutive years, monitoring the students enrolled in the same curricular unit. Based on the set of questions, results seem to confirm that the collaborative nature of learning guide students to a higher level of participation and to a more active presence during the process, indicating that the more empirical the tasks, the more dynamic their involvement will be. In addition, students seem to identify the need to regulate their own learning methods, reinforcing the issue of planning and regulation of collaborative activities promoted by CT. Finally, this research introduces the notion that the use of elements close to the ones perceived by students as being part of their future professional activity conducts them to more committed learning attitudes.