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Aprendizagem colaborativa online: da interação à colaboração assíncrona num curso de uma instituição de ensino profissionalizante no Brasil
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Advisor(s)
Abstract(s)
O presente estudo teve como propósito a investigação do curso eLearning,
Novas Metodologias e Práticas Pedagógicas, realizado por uma Instituição de
Ensino Profissionalizante para formação de 180 professores e 5 participantes da
equipe técnica, de 15 estados brasileiros, com o objetivo de discutir a importância
de adotar metodologias ativas nas salas de aula.
A metodologia utilizada foi o estudo de caso, quantitativo e qualitativo,
tendo como técnicas de pesquisa a análise documental, a análise de conteúdo das
interações online nos fóruns de discussão do curso e a entrevista semiestruturada.
Para o estudo da identificação e mensuração da colaboração nas discussões online
assíncronas foram utilizados o modelo de análise de colaboração, adaptado de
Murphy (2004). Para o estudo da moderação online, prática pedagógica do
moderador e ferramentas de interação, foram desenvolvidos categorias e
indicadores para análise das entrevistas sobre estes tópicos.
Os dados mostram um nível elevado de interação e colaboração nas etapas
iniciais: Presença social; Articulação das perspectivas individuais; Acomodar
ou refletir as perspectivas de outros e Coconstruir perspectivas partilhadas e
finalidades e também demonstram que as ferramentas de comunicação
assíncronas serviram como meio propulsor para troca, diálogo e aprendizagem,
possibilitando que os moderadores assumissem um papel de facilitadores, levando
os alunos a refletirem, questionarem e analisarem suas práticas pedagógicas,
assumindo assim um papel ativo no percurso da aprendizagem, o que nos faz
concluir que se verificou aprendizagem colaborativa, mesmo que os participantes
não tenham conseguido avançar para os 2 últimos níveis de colaboração Construir
objetivos e finalidades comuns e Produção de materiais partilhados.
Tal como em outras investigações, para avançar para o mais alto nível de
colaboração seria necessário um conjunto de estratégias no design do curso que
garantissem os trabalhos em conjunto.
The purpose of the present study was to investigate the New Methodologies and Pedagogical Practices eLearning course, performed by a Vocational Education Institute for 180 teachers and 5 participants from a technical team, within 15 Brazilian states, with the objective of discussing the importance of adopting active methodologies in the classrooms. The methodology used in this academic research was the case study, qualitative and quantitative, having as research techniques: document analysis, content analysis of online interactions in the discussion forums of the course and semi-structured interview. To study the identification and measurement of collaboration in the online asynchronous discussions, the indicators of the collaboration model adapted from Murphy (2004) were used. For the study of online moderation, pedagogical practice of the moderator, and interaction tools, were developed categories and indicators to perform analysis of the interviews of these topics. The data shows a high level of interaction and collaboration in the early stages of the course: Social presence; Articulating individual perspectives; Accommodating or reflecting the perspectives of others, and Co-constructing shared perspectives and meanings and the results also point out that asynchronous communication tools served as a driving force for exchange, dialogue and learning, enabling moderators to assume the role of facilitators, leading students to reflect, questioning and analyzing their pedagogical practices, thus assuming an active role in learning path, leading us to conclude that we had collaborative learning, even though participants were unable to advance to the last 2 levels of collaboration Building shared goals and purposes and Producing shared artefacts. As well as other investigations, advancing to the highest level of collaboration would require a set of course design strategies that would ensure joint work.
The purpose of the present study was to investigate the New Methodologies and Pedagogical Practices eLearning course, performed by a Vocational Education Institute for 180 teachers and 5 participants from a technical team, within 15 Brazilian states, with the objective of discussing the importance of adopting active methodologies in the classrooms. The methodology used in this academic research was the case study, qualitative and quantitative, having as research techniques: document analysis, content analysis of online interactions in the discussion forums of the course and semi-structured interview. To study the identification and measurement of collaboration in the online asynchronous discussions, the indicators of the collaboration model adapted from Murphy (2004) were used. For the study of online moderation, pedagogical practice of the moderator, and interaction tools, were developed categories and indicators to perform analysis of the interviews of these topics. The data shows a high level of interaction and collaboration in the early stages of the course: Social presence; Articulating individual perspectives; Accommodating or reflecting the perspectives of others, and Co-constructing shared perspectives and meanings and the results also point out that asynchronous communication tools served as a driving force for exchange, dialogue and learning, enabling moderators to assume the role of facilitators, leading students to reflect, questioning and analyzing their pedagogical practices, thus assuming an active role in learning path, leading us to conclude that we had collaborative learning, even though participants were unable to advance to the last 2 levels of collaboration Building shared goals and purposes and Producing shared artefacts. As well as other investigations, advancing to the highest level of collaboration would require a set of course design strategies that would ensure joint work.
Description
Keywords
Aprendizagem colaborativa Interação Ambientes virtuais Ensino-aprendizagem Ensino profissional Elearning Brasil Online interaction Active methodology Online moderation Collaborative learning Online collaboration
Citation
Ramos, Katia - Aprendizagem colaborativa online [Em linha]: da interação à colaboração assíncrona num curso de uma instituição de ensino profissionalizante no Brasil. Lisboa: [s.n.], 2020. 177 p.