Learning style in a virtual environment: a study with elementary school teachers at in-service training
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Data de Publicação: | 2020 |
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/3790 |
Resumo: | In learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training. |
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Learning style in a virtual environment: a study with elementary school teachers at in-service trainingEstilo de aprendizaje en entorno virtual: un estudio con profesores de educación básica em la formación continuaEstilo de aprendizagem em ambiente virtual: um estudo com professores da educação básica em formação continuadaestilo de aprendizagemmodelo híbridoprofessoresformação.estilo de aprendizajemodelo híbridomaestrosentrenamiento.Learning styleBlended learningTeachersFormationTeaching.In learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training.En los escenarios de aprendizaje, el enfoque principal debe estar en el conocimiento sobre las fortalezas y debilidades del alumno. En este contexto, este artículo tiene como objetivo presentar los resultados obtenidos en la investigación previa de los estilos de aprendizaje de los docentes en educación continua, en la perspectiva del desarrollo de estrategias que tengan en cuenta las singularidades del profesor / alumno. Esta investigación aborda un estudio de caso sobre docentes en un curso de sentido amplio en el área de Educación Ambiental, en un modelo híbrido, con aula y entorno virtual, ofrecido por una universidad pública. Intentamos analizar las respuestas para promover la personalización en el aula y las actividades del aula virtual basadas en estrategias pedagógicas que incluían todos los estilos de aprendices presentes. Para identificar el estilo de aprendizaje, se aplicó un cuestionario abierto, basado en el modelo de Kolb (1984), donde se obtuvo una muestra de 57 encuestados, donde se identificaron diferentes estilos de aprendizaje entre los participantes del curso. Los resultados indican que los cursos de capacitación diseñados para el profesional docente que busca conocimiento sobre las especificidades de este profesional, utilizando instrumentos que valoran y reconocen su opinión, les favorecen para ser protagonistas de su propia capacitación.Em cenários de aprendizado, o foco principal deve estar no conhecimento sobre as potencialidades e fragilidades do aprendente. Neste contexto, o presente artigo tem como objetivo apresentar os resultados obtidos na investigação prévia dos estilos de aprendizagem de professores em formação continuada, na perspectiva da elaboração de estratégias que levem em consideração as singularidades do professor/cursista. Esta investigação trata de um estudo de caso sobre professores em curso lato sensu na área de Educação Ambiental, em modelo híbrido, com ambiente presencial e virtual, ofertado por uma Universidade pública. Buscou-se analisar as respostas para promover uma personalização nas atividades da sala de aula presencial e virtual baseando-se em estratégias pedagógicas que contemplassem todos os estilos dos formandos presentes. Para identificação do estilo de aprendizagem foi aplicado questionário aberto, baseado no modelo de Kolb (1984), onde se obteve uma amostra de 57 respondentes, onde se identificou estilos de aprendizagem diversos entre os cursistas. Os resultados apontam que formações elaboradas para o (a) profissional docente que buscam o conhecimento sobre especificidades deste profissional, a partir de instrumentos que valorizem e reconheçam sua opinião, favorecem para que sejam protagonistas da própria formaçãoResearch, Society and Development2020-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/379010.33448/rsd-v9i7.3790Research, Society and Development; Vol. 9 No. 7; e467973790Research, Society and Development; Vol. 9 Núm. 7; e467973790Research, Society and Development; v. 9 n. 7; e4679737902525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/3790/3748Copyright (c) 2020 Eliana Alves Moreira Leite, José Alberto Lencastre, Bento Duarte Silva, Hermínio Borges Netoinfo:eu-repo/semantics/openAccessLeite, Eliana Alves MoreiraLencastre, José AlbertoSilva, Bento DuarteBorges Neto, Hermínio2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/3790Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:52.643134Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Learning style in a virtual environment: a study with elementary school teachers at in-service training Estilo de aprendizaje en entorno virtual: un estudio con profesores de educación básica em la formación continua Estilo de aprendizagem em ambiente virtual: um estudo com professores da educação básica em formação continuada |
title |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
spellingShingle |
Learning style in a virtual environment: a study with elementary school teachers at in-service training Leite, Eliana Alves Moreira estilo de aprendizagem modelo híbrido professores formação. estilo de aprendizaje modelo híbrido maestros entrenamiento. Learning style Blended learning Teachers Formation Teaching. |
title_short |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_full |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_fullStr |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_full_unstemmed |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_sort |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
author |
Leite, Eliana Alves Moreira |
author_facet |
Leite, Eliana Alves Moreira Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
author_role |
author |
author2 |
Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Leite, Eliana Alves Moreira Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
dc.subject.por.fl_str_mv |
estilo de aprendizagem modelo híbrido professores formação. estilo de aprendizaje modelo híbrido maestros entrenamiento. Learning style Blended learning Teachers Formation Teaching. |
topic |
estilo de aprendizagem modelo híbrido professores formação. estilo de aprendizaje modelo híbrido maestros entrenamiento. Learning style Blended learning Teachers Formation Teaching. |
description |
In learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05-22 |
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/3790 10.33448/rsd-v9i7.3790 |
url |
https://rsdjournal.org/index.php/rsd/article/view/3790 |
identifier_str_mv |
10.33448/rsd-v9i7.3790 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/3790/3748 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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. 9 No. 7; e467973790 Research, Society and Development; Vol. 9 Núm. 7; e467973790 Research, Society and Development; v. 9 n. 7; e467973790 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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1797052777647570944 |