Percepção da experiência de aprendizagem em termos de motivação, engajamento e desenvolvimento de competências: um estudo no ensino de gestão de projetos por simuladores para pós-graduandos no Brasil

Abstract

In a context with growing participation of technology and active learning techniques, this research verifies how importance perception of teaching techniques is related to student's learning experience and also asses how this characteristics are associated with project management competences. To accomplish its goals, an exploratory and descriptive research was conducted using a non aleatory sample, with multiple methods combined to data analysis.Importance perception of teaching techniques was evaluated wtih a constant sum scale, while learning experience was measured using Ojiako et al (2014) proposal. Project management competences were evaluated with PMI (2007) framework. Methods used in data analysis were analysis of variance (to assess mean differences in importance perception of teaching techniques), factorial analysis (dimension reduction of learning experience), clusters analysis (verify relationship between importance perception of teaching technique and learning experience). With groups identified in cluster analysis, a correspondence analysis was conducted to verify association between groups and project competences level perception.Results indicate that active techniques are still under evaluated when compared with traditional teaching techniques and learning experience is related with this perception. Finally, learning profile is related with competence perception.