LIBRARY AND INTERNET USE IN THE SELF-DIRECTED STUDY OF UNIVERSITY STUDENTS IN DIFFERENT TEACHING METHODOLOGIES

• Autor(a) principal: Guedes-Granzotti, Raphaela Barroso
• Data de Publicação: 2022
• Outros Autores: Cardoso, Gabriela Pimentel Figueira, Santos, Wictor Aleksandr Santana, Barreto, Tâmara Isis Santana Santos, Santos, Ronaide Paula dos, Silva, Kelly da
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4752
• topic: Bibliotecas; Internet; Ensino; Universidades; Libraries; Internet; Teaching; Universities

Objective: To verify the use of the library and the internet for the self-directed study of Speech-Language Pathology students and their relationship with study and learning strategies in different teaching methodologies. Material and Method: The research was approved by the Research Ethics Committee. A total of 200 students participated, 100 from a Speech-Language Pathology course that uses the Active Methodology (GMA) and 100 that uses the Traditional Teaching Methodology (GMT). The Portuguese version of the Learning And Study Strategies Inventory (LASSI) was applied, whose questions address the frequency of access to the library and the internet and questions related to teaching and learning strategies. The results were analyzed in SPSS 20.0 using the Mann-Whitney and Spearman tests, with a significance level of 5%. Conclusions: GMA students attended the library more than GMT students. There was a positive correlation between the frequency of access to the library with the subscales of information processing, organization of time, attitude and study aid for the GMT and a negative correlation between the frequency of Internet access and information processing for the GMA. In the correlation of the subscales, the information processing was statistically different between the two groups of the sample. In this direction, the creation of practices aimed at the use of the library and the internet in parallel, the learning strategies that help the formation of Speech-Language Pathology and Audiology students are seen as essential.