Escala de estratégias e motivação para aprendizagem em ambientes virtuais

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

doi:10.1590/s1413-24782016216631

Cited by 21 publications

(13 citation statements)

References 11 publications

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“…It is presumed that these items presented problems in their formulation, a fact that may have compromised the participants' interpretation of the question. It is also necessary to consider as a hypothesis the difficulty in measuring metacognitive strategies more precisely, due to their complexity, as already pointed out in the studies developed by Veiga Simão and Frison (2013) and Beluce and Oliveira (2016).…”

Section: Discussionmentioning

confidence: 99%

Learning Strategies Mediated by Technologies: Use and Observation of Teachers

Beluce

Oliveira

2018

Paidéia (Ribeirão Preto)

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The appropriate use of digital information requires skills that enable regulation of cognitive thinking. This research is focused on building a scale that measures the learning strategies used by teachers and the ones they observe being practiced by their students, either adopting classical media technologies or the internet, besides pursuing evidence of internal consistency for such scale. Altogether, 515 teachers from Parana and Mato Grosso do Sul states in Brazil participated in the research. The first stage was focused on preparing the questions, and the second on the search for evidence of internal consistency for the Learning Strategies Used and Observed by Teachers (LSUOT) scale. The results revealed the reliability of the tool by internal structural analysis, showing its psychometric properties. It is safe to consider that the results can make contributions to teachers in the utilization and teaching of strategies that make the learning process in this current digital society easier.

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Section: Discussionmentioning

confidence: 99%

Learning Strategies Mediated by Technologies: Use and Observation of Teachers

Beluce

Oliveira

2018

Paidéia (Ribeirão Preto)

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“…Conceitualmente, a EaD é uma modalidade educacional que prevê a construção de conhecimento de maneira autônoma, compreendendo o desenvolvimento do estudante a médio e longo prazo, com o suporte de docentes e tutores previamente treinados, material didático-pedagógico padronizado próprio (produzido em escala) e plataformas especí cas para esse m, considerando uma estrutura lógica e qualidade estética (BELUCE;OLIVEIRA, 2016;COELHO;TEDESCO, 2017;NUNES et al, 2019).…”

Section: Possibilidades Da Educação Remota Emergencialunclassified

Reações Prospectivas de Estudantes Frente aos Estudos Remotos ou a Distância durante a Pandemia da COVID-19

Souza¹,

Lima²,

Marques³

et al. 2020

RBAAD

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Em virtude da pandemia relacionada ao novo coronavírus (COVID-19) e as ações de quarentena e distanciamento social, as aulas presenciais de cerca de 1,5 bilhão de estudantes em 165 países foram suspensas. Este estudo, portanto, tem por objetivo investigar as reações prospectivas de estudantes de cursos técnicos e superiores presenciais quanto às possibilidades de estudos remotos ou na modalidade EaD no período de distanciamento social no Brasil. Desenvolveu-se uma pesquisa com 264 estudantes por meio de um questionário on-line. Realizaram-se análises estatísticas multivariadas (p.ex., análise fatorial e regressão linear múltipla). Os resultados destacam o interesse dos estudantes em manter os estudos remotamente ou à distância. Entretanto, condições de acesso e uso de tecnologias, conjunturas socioeconômicas e a (des)motivação e influência do ambiente domiciliar mostram-se determinantes para continuidade e efetividade dos estudos.

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“…Therefore, due to their repercussion, it would be appropriate to consider them as feasible spaces to bring educational information to students who, once connected, can make good use of their time to consult educational contents and interact with their teachers and classmates (Carvalho-Beluce & De Oliveira, 2016;Valenzuela-Argüelles, 2013).…”

Section: Theoretical Justificationmentioning

confidence: 99%

Longitudinal Study on Social Networks as a Didactic Method

Gallego

López-Martínez

Montaño

2019

magis

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Margarita r. rodríguez-gallego margaguez@us.es university of seville, spain http://orcid.org/0000-0001-6959-4829 antonia lópez-Martínez anlomar@us.es university of seville, spain https://orcid.org/0000-0003-3460-9546 María José navarro-Montaño maripe@us.es university of seville, spain AbstractThis article gathers the perceptions of students on social networks, as a didactic method, with the aim of searching and designing didactic strategies to adapt the contents and methodology to the new technological context. The participants were university students of Early Childhood and Primary Education in 2013-2014 and 2016-2017. A longitudinal study was conducted with a descriptive, non-experimental methodology and the semi-structured questionnaire used was validated through factorial and cluster analyses. The students from both degrees showed a polarization and dispersion of opinions about social networks, which could be related to a more critical attitude toward their advantages and disadvantages. Article description | Descripción del artículoIn this scientific research article, derived from the project Diagnosis and training of teachers for the incorporation of ICT in classes with functional diversity, the authors carried out a longitudinal study about the perceptions of student teachers on social networks as a didactic method, with the aim of searching and designing didactic strategies in the classroom and adapting the contents and the methodology to new technological means, structures and applications.

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Escala de estratégias e motivação para aprendizagem em ambientes virtuais

Cited by 21 publications

References 11 publications

Learning Strategies Mediated by Technologies: Use and Observation of Teachers

Learning Strategies Mediated by Technologies: Use and Observation of Teachers

Reações Prospectivas de Estudantes Frente aos Estudos Remotos ou a Distância durante a Pandemia da COVID-19

Longitudinal Study on Social Networks as a Didactic Method

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