Ambientes virtuais de aprendizagem: implicações epistemológicas

Paiva, Vera Menezes de O

doi:10.1590/s0102-46982010000300018

Cited by 25 publications

(20 citation statements)

References 4 publications

(1 reference statement)

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“…Among the platforms used most worldwide, the opensource code system, the Modular Object-Oriented Dynamic Learning Environment (Moodle) stands out due to its ease of use, arising from its simple and user-friendly interface, and through the interaction afforded by its different tools, such as the discussion forums, chat rooms, email, wikis, diary, glossary and tasks (Paiva, 2010). This VLE's popularity can be easily observed in the virtual community of collaborators who continuously develop and update its tools, making resources available such that Moodle may be used even via a cell phone (Mamari, Batista, & Behar, 2011).…”

Section: Students' Motivation In Vlesmentioning

confidence: 99%

Students’ Motivation for Learning in Virtual Learning Environments

Beluce

Oliveira

2015

Paidéia (Ribeirão Preto)

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The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

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Section: Students' Motivation In Vlesmentioning

confidence: 99%

Students’ Motivation for Learning in Virtual Learning Environments

Beluce

Oliveira

2015

Paidéia (Ribeirão Preto)

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“…Its applicability has been very intense as aid resource in the teaching-learning process because it is known that connectivity and digital language are part of contemporary education. 2 The skills related to the use of technology delineate a new model for teaching at the University. The resources offered by computers, the Internet and other communication networks highlight the need to establish links between the disciplines and to everyday reality.…”

Section: Introductionmentioning

confidence: 99%

Use of digital applications in the medicament calculation education for nursing

et al. 2016

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Objective. To evaluate the influence of the use of digital applications in medicament calculation education for nursing students. Methods. An experimental study was developed with a sample of 100 nursing students, who were divided randomly into two groups (use of the Calculation Medicines -CalcMed application -available free on the Internet, n=50) and control (conventional method of the calculator use and pre-math skills, n=50). Both groups were assessed before and after the application of the teaching strategy through a test with ten specific questions of medicament calculations. Results. The study group showed a mean score of 8.14 versus an average of 5.02 in the control group. The average time of test execution was faster in the study group compared to the control group (15.7 versus 38.9 minutes). Conclusion. The strategy of using this application positively influences learning and enables greater security in the implementation of medicament calculations.

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“…1 Estes sistemas são ferramentas de informática que fornecem as bases para a construção de ambientes virtuais de aprendizagem. Por exemplo: Moodle, Drupal e outros (Gohn, 2009;Paiva, 2010).…”

Section: Introductionunclassified

Contribuição para a questão das tecnologias digitais nos processos de ensino-aprendizagem de música

Aristides

Santos

2018

Revista da Abem

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Este ensaio trata da questão dos dispositivos digitais para o ensino-aprendizado de música, na perspectiva da mediação didática, e do lugar do docente como mediador entre o conhecimento musical e a concepção/produção de softwares e outros ambientes digitais destinados à educação musical. Para tanto, buscamos fundamentar nossos propósitos nos conceitos de transposição didática e de situação didática. Discutimos o papel que as tecnologias digitais podem desempenhar no ensino-aprendizado da música no contexto da educação básica, sugerindo que o docente se torne conceptor de meios (mídias) digitais para a educação musical em diversos formatos e tipos de dinâmica: jogos, cenários investigativos, atividade criativa etc. Consideramos, por fim, a perspectiva de que o próprio docente se torne produtor destes meios (mídias) digitais para a educação musical. Ilustramos nosso propósito com duas propostas, desenvolvidas por docentes em atividades de pesquisa institucional, que envolvem dispositivos digitais. Ao apresentar novos tipos de objetos de aprendizagem, as referidas propostas suscitam o surgimento de questões referentes à formação docente e pedagógica.

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Ambientes virtuais de aprendizagem: implicações epistemológicas

Cited by 25 publications

References 4 publications

Students’ Motivation for Learning in Virtual Learning Environments

Students’ Motivation for Learning in Virtual Learning Environments

Use of digital applications in the medicament calculation education for nursing

Contribuição para a questão das tecnologias digitais nos processos de ensino-aprendizagem de música

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