The use of computer enhanced education: twenty years of dashed hopes
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/28181 |
Resumo: | The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction. |
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The use of computer enhanced education: twenty years of dashed hopesEducación mejorada por computadora: 20 años de esperanzas frustradasA educação aprimorada pelo uso do computador: 20 anos de esperanças frustradasTecnologias da informação e comunicaçãoSistemas de gestão de aprendizagemEnsino superior.Tecnologias da informação e comunicaçãoSistemas de gestão de aprendizagemEnsino superior.Information and Communication TechnologyLearning Management Systems,Higher Education.The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction.Este artículo tiene como objetivo presentar las condiciones involucradas en el uso de Learning Management Systems (LMS) en la Universidad de Borås (UB), Suecia, específicamente en los años 2004, 2009, 2010 y 2018, destacando patrones que caracterizan las rutinas adoptadas por los docentes. Utilizando enfoques cuantitativos y cualitativos, la investigación exploratoria implicó el análisis de cursos en el área STEM (Ciencias, Tecnología, Ingeniería y Matemáticas). Además de un análisis general de los respectivos cursos, se aplicó un cuestionario a 76 docentes y 926 estudiantes de dichos cursos. El patrón de uso se analiza por medio de una clasificación de herramientas en cuatro grupos; herramientas de distribución, herramientas de comunicación, herramientas de interacción y herramientas de gestión de cursos. Los resultados confirman que el LMS es más ampliamente utilizado para distribuir documentos a los estudiantes, mientras que las herramientas que facilitan la interacción y la colaboración se usan con moderación y ese patrón es consistente a lo largo del tiempo. A pesar de un aumento en el uso total de LMS, no hay aumento en la utilización de herramientas digitales para interacción en la Educación Superior, indicando la importancia de promover una amplia utilización de métodos colaborativos y a incentivar la interacción.Este artigo tem como objetivo apresentar condições implicadas no uso de Learning Management Systems (LMS), na Universidade de Borås (UB), Suécia, especificamente nos anos de 2004, 2009, 2010 e 2018, destacando padrões que caracterizam as rotinas adotadas pelos docentes. Utilizando as abordagens quantitativa e qualitativa, a pesquisa exploratória envolveu a análise de cursos na área STEM (Ciências, Tecnologia, Engenharia e Matemática). Além de uma análise geral dos respectivos cursos, foi aplicado um questionário a 76 docentes e 926 estudantes desses cursos. O padrão de uso foi analisado por meio de uma classificação de ferramentas em quatro grupos: ferramentas de distribuição, ferramentas de comunicação, ferramentas de interação e ferramentas de administração de cursos. Os resultados confirmam que o LMS é amplamente utilizado para distribuir documentos aos estudantes, enquanto as ferramentas que facilitam a interação e a colaboração são usadas com parcimônia, e esse padrão é consistente ao longo do tempo. Apesar de um aumento no uso total de LMS, não há aumento na utilização de ferramentas digitais para a interação no Ensino Superior, indicando a importância de se promover uma ampla utilização de métodos colaborativos e incentivar a interação.Research, Society and Development2022-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2818110.33448/rsd-v11i5.28181Research, Society and Development; Vol. 11 No. 5; e28311528181Research, Society and Development; Vol. 11 Núm. 5; e28311528181Research, Society and Development; v. 11 n. 5; e283115281812525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/28181/24562Copyright (c) 2022 Ramon Garrote Jurado; Tomas Pettersson; Marlene Zwierewicz; Stephanie Cristina Böhme Suchara; Joely Leite Schaefer; Madalena Pereira da Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessJurado, Ramon Garrote Pettersson, TomasZwierewicz, Marlene Suchara, Stephanie Cristina Böhme Schaefer, Joely Leite Silva, Madalena Pereira da 2022-04-17T18:18:56Zoai:ojs.pkp.sfu.ca:article/28181Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:45:40.552603Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The use of computer enhanced education: twenty years of dashed hopes Educación mejorada por computadora: 20 años de esperanzas frustradas A educação aprimorada pelo uso do computador: 20 anos de esperanças frustradas |
title |
The use of computer enhanced education: twenty years of dashed hopes |
spellingShingle |
The use of computer enhanced education: twenty years of dashed hopes Jurado, Ramon Garrote Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Information and Communication Technology Learning Management Systems, Higher Education. |
title_short |
The use of computer enhanced education: twenty years of dashed hopes |
title_full |
The use of computer enhanced education: twenty years of dashed hopes |
title_fullStr |
The use of computer enhanced education: twenty years of dashed hopes |
title_full_unstemmed |
The use of computer enhanced education: twenty years of dashed hopes |
title_sort |
The use of computer enhanced education: twenty years of dashed hopes |
author |
Jurado, Ramon Garrote |
author_facet |
Jurado, Ramon Garrote Pettersson, Tomas Zwierewicz, Marlene Suchara, Stephanie Cristina Böhme Schaefer, Joely Leite Silva, Madalena Pereira da |
author_role |
author |
author2 |
Pettersson, Tomas Zwierewicz, Marlene Suchara, Stephanie Cristina Böhme Schaefer, Joely Leite Silva, Madalena Pereira da |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Jurado, Ramon Garrote Pettersson, Tomas Zwierewicz, Marlene Suchara, Stephanie Cristina Böhme Schaefer, Joely Leite Silva, Madalena Pereira da |
dc.subject.por.fl_str_mv |
Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Information and Communication Technology Learning Management Systems, Higher Education. |
topic |
Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Tecnologias da informação e comunicação Sistemas de gestão de aprendizagem Ensino superior. Information and Communication Technology Learning Management Systems, Higher Education. |
description |
The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-07 |
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://rsdjournal.org/index.php/rsd/article/view/28181 10.33448/rsd-v11i5.28181 |
url |
https://rsdjournal.org/index.php/rsd/article/view/28181 |
identifier_str_mv |
10.33448/rsd-v11i5.28181 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/28181/24562 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 5; e28311528181 Research, Society and Development; Vol. 11 Núm. 5; e28311528181 Research, Society and Development; v. 11 n. 5; e28311528181 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052794103922688 |