Possibilidades e desafios da prática de aprendizagem colaborativa no ensino superior

Klein, Edna Lampert; Vosgerau, Dilmeire Sant’Anna Ramos

doi:10.5902/1984644429300

Cited by 8 publications

(11 citation statements)

References 11 publications

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“…As a result, there is an increase in student participation and involvement, leading to an improvement in academic performance. This situation is quite different from that of independent learning, in which students work individually to achieve learning objectives (Klein;Vosgerau, 2018;Lee;De Paiva, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 96%

Bloom's taxonomy and its applicability to collaborative learning in distance learning

Santos,

Lima,

Schäfer

et al. 2024

Academic Education Navigating the Path of Knowledge

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This article proposes an analysis of the categories of Bloom's Taxonomy that prove to be more effective in implementing collaborative learning in the context of distance education. Conceived in the 1950s by psychologist and educator Benjamin Bloom, Bloom's Taxonomy serves as a widely used pedagogical tool, playing a fundamental role in guiding the planning and evaluation of the teaching and learning process. This approach divides learning objectives into three distinct domains (cognitive, affective, and psychomotor), establishes a hierarchy outlining a progressive cycle of learning. The structure encourages students to master each level before advancing to subsequent stages, thus creating a progressive learning framework. The integration of collaborative learning with Bloom's Taxonomy provides a conducive framework for planning teaching activities that promote mutual learning, as well as stimulate knowledge construction and the development of social and teamwork skills. The methodology adopted for this study involved a thorough literature review, emphasizing works that highlight the relevance of Bloom's Taxonomy as a tool centered on the learning process. Among the identified advantages, the ability of this taxonomy to effectively guide the cognitive and affective development of students stands out. However, the literature review also exposes some limitations in the use of Bloom's Taxonomy, especially when applied to distance education. The absence of physical contact between teachers and students emerges as a significant challenge, complicating the assessment and monitoring of student performance. Thus, this chapter emphasizes the critical need for educational institutions to consider such amplified disadvantages in the context of remote teaching, emphasizing the strategic importance of implementing adaptive approaches to mitigate these limitations.

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Section: Theoretical Backgroundmentioning

confidence: 96%

Bloom's taxonomy and its applicability to collaborative learning in distance learning

Santos,

Lima,

Schäfer

et al. 2024

Academic Education Navigating the Path of Knowledge

View full text Add to dashboard Cite

show abstract

“…Although collaborative work (e.g., working in pairs) is a common and recommended practice within the university context, which allows developing teamwork competencies, and also helps in the teaching-learning process [46], it is important to note that this fact, in this study, could have influenced the results. The motivation and qualification of the exercise, as well as the perception of the advantages and disadvantages of each of the formats, could be influenced by the other member of the pair.…”

Section: Limitationsmentioning

confidence: 97%

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Rodríguez-Bailón

Fernández-Solano

Merchán-Baeza

et al. 2021

IJERPH

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Case-based learning enables the application of theory to practice using real-life patient cases. The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups. All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantly higher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives.

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“…A aprendizagem colaborativa é aquela na qual o aluno é o centro do processo educacional, sendo responsável e coautor de sua formação e ela é efetivada com o trabalho em equipe. Nesse modelo de aprendizagem o aluno, busca agir de forma colaborativa com seus pares e professores, visando a construção de saberes próprios e coletivos (Klein & Vosgerau, 2018). Trabalhos com aprendizagem colaborativa tem sido aplicado a alunos a muitos anos, podendo-se citar o trabalho do docente George Jardine da Universidade de Glasgow, no período de 1774 e 1826 citado no trabalho de Gaillet (1994).…”

Section: O Que é a Aprendizagem Colaborativa?unclassified

Reflexões sobre aprendizagem colaborativa e uso de TIC na educação profissional e tecnológica

Arrelias

Bernardo

Oliveira

2022

RSD

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O presente estudo versa sobre as diferentes possibilidades de aprendizagem colaborativa dos educandos da educação profissional e tecnológica (EPT) integrada ao ensino médio, a partir da utilização de ferramentas oriundas das tecnologias da informação e comunicação (TIC), que possibilitam a criação de novos tempos e espaços educacionais. O estudo apresenta como problemática central a elevada carga horária dos cursos técnicos de nível médio integrado e a necessidade de exploração de espaços virtuais com uma educação no contexto atual. O objetivo é refletir e discutir sobre a importância da aprendizagem colaborativa para educação profissional e tecnológica a partir do uso de tecnologias da informação e comunicação nos processos formativos. O presente artigo adota uma abordagem metodológica qualitativa, sendo que em relação às fontes de investigação caracteriza-se como estudo de revisão bibliográfica, utilizando-se de fontes documentais indiretas secundárias. O aporte teórico da pesquisa divide-se em três partes: a) Definição de aprendizagem colaborativa; b) Aprendizagem colaborativa e as TIC; c) Aprendizagem colaborativa e a educação profissional e tecnológica. As conclusões do estudo apontam que ferramentas de produção colaborativa disponíveis na internet como as pertencentes ao Google podem contribuir de forma significativa para a criação de novas formas de produção do conhecimento, baseado na colaboração, no diálogo e na busca de consensos.

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Possibilidades e desafios da prática de aprendizagem colaborativa no ensino superior

Cited by 8 publications

References 11 publications

Bloom's taxonomy and its applicability to collaborative learning in distance learning

Bloom's taxonomy and its applicability to collaborative learning in distance learning

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Reflexões sobre aprendizagem colaborativa e uso de TIC na educação profissional e tecnológica

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