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O trabalho pedagógico em cenários presenciais e virtuais no ensino superior
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Advisor(s)
Abstract(s)
O presente artigo visa essencialmente descrever a experiência dos autores relativamente ao impacto que a utilização dos sistemas de gestão de aprendizagem, comummente conhecidas como plataformas de aprendizagem, poderão ter na mudança de paradigma pedagógico. Ao longo do trabalho, que desenvolveram no ano lectivo de 2008/2009, os autores tiveram a possibilidade de comprovar que a criação de espaços e de comunidades virtuais de aprendizagem, complementares à aprendizagem presencial, revela-se fundamental na promoção e reforço das interacções professor/estudantes e estudantes/estudantes, na partilha de conhecimentos e nas estratégias de trabalho cooperativo, com recurso a materiais e a estratégias que estimulem os estudantes a processar a informação autonomamente e de forma significativa, tendo em conta o seu estilo e ritmo de aprendizagem.
This article essentially aims to describe the authors experience concerning the impact that the use of these ways of learning, usually known as learning platforms, may have. Throughout this work, that was carried out in the school year of 2009/2010, the authors are in a condition to claim that the creation of virtual and spaces communities of learning, complementary to the actual learning process, proves essential not only in the promotion and reinforcement of the teacher/students and students/students interactions, but also in the sharing of knowledge as well as in strategies of cooperative work. Besides, these strategies may be seen as encouraging the use of materials and strategies liable to increase the students’ autonomy and awareness when processing the information while taking into account the learning style and rhythms.
This article essentially aims to describe the authors experience concerning the impact that the use of these ways of learning, usually known as learning platforms, may have. Throughout this work, that was carried out in the school year of 2009/2010, the authors are in a condition to claim that the creation of virtual and spaces communities of learning, complementary to the actual learning process, proves essential not only in the promotion and reinforcement of the teacher/students and students/students interactions, but also in the sharing of knowledge as well as in strategies of cooperative work. Besides, these strategies may be seen as encouraging the use of materials and strategies liable to increase the students’ autonomy and awareness when processing the information while taking into account the learning style and rhythms.
Description
Keywords
Blended learning Pedagogia Ensino superior B-learning Higher education Pedagogy
Citation
Moreira, J. António; Monteiro, Angélica - O trabalho pedagógico em cenários presenciais e virtuais no ensino superior. "Educação, Formação e Tecnologias" [Em linha]. ISSN 1646-933X. Vol. 3, nº 2 (2010), p. 82-94