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Abstract(s)
As ferramentas da Web 4.0 abriram novos caminhos para a investigação científica. A explosão da quantidade e diversidade de dados, o acesso às pessoas via e-mail ou redes sociais, a possibilidade de incorporar informação escrita, visual e auditiva apresentam evidências claras de que as inovações nos métodos de pesquisa digital têm o potencial de transformar radicalmente as técnicas tradicionais, de “papel e lápis”, usadas na investigação em educação. Com recurso ao mundo digital, assiste-se a maior rapidez e flexibilidade na organização de um questionário, tirando partido de modelos e funcionalidades já incorporadas, incluindo mecanismos automáticos de validação das respostas. É possível assegurar o anonimato de quem responde, com as vantagens de a pessoa poder responder a qualquer hora e em qualquer lugar. Verifica-se uma acentuada redução de custos para alcançar amostras alargadas, podendo haver simultaneidade temporal na recolha de dados em diferentes segmentos da população, mesmo que geograficamente dispersos. Há a possibilidade de descarregar grandes conjuntos de dados para folhas de cálculo compatíveis com programas de análise estatística, num formato amigável. Tudo isto parecem ser vantagens incontestáveis do uso de meios virtuais, como os questionários online, para a recolha de dados científicos. Mas, outras questões inerentes ao trabalho científico inevitavelmente se levantam, que entrecruzam a validade da informação com requisitos do foro ético. Neste capítulo discutem-se algumas destas inquietações, com o intuito de fomentar a necessidade de um olhar atento e crítico ao uso dos questionários online na investigação em educação.
Web 4.0 tools have opened new avenues for scientific inquiry. The explosion in the amount and diversity of data, access to people via email or social networks, the possibility of incorporating written, visual, and auditory information, provide clear evidence that innovations in digital research methods have the potential to radically transform traditional “paper and pencil” techniques used in educational research. Using the digital, it increases speed and flexibility in questionnaire production, taking advantage of models and features already available, including automatic mechanisms for validating responses. It is possible to ensure the anonymity of the respondent, with the advantage that the person can respond anytime and anywhere. There is a reduction in costs to reach large samples, even in different segments of the population, geographically dispersed. There is the possibility to download large data sets into spreadsheets, compatible with statistical analysis programs, in a user-friendly format. All these seem to be undeniable advantages of using virtual means, such as online questionnaires, to collect scientific data. However, other issues inherent to scientific work inevitably arise, which intertwine the validity of information with ethical requirements. This chapter discusses some of these concerns. It aims to argue the need for an attentive and critical look at the use of online questionnaires in educational research.
Web 4.0 tools have opened new avenues for scientific inquiry. The explosion in the amount and diversity of data, access to people via email or social networks, the possibility of incorporating written, visual, and auditory information, provide clear evidence that innovations in digital research methods have the potential to radically transform traditional “paper and pencil” techniques used in educational research. Using the digital, it increases speed and flexibility in questionnaire production, taking advantage of models and features already available, including automatic mechanisms for validating responses. It is possible to ensure the anonymity of the respondent, with the advantage that the person can respond anytime and anywhere. There is a reduction in costs to reach large samples, even in different segments of the population, geographically dispersed. There is the possibility to download large data sets into spreadsheets, compatible with statistical analysis programs, in a user-friendly format. All these seem to be undeniable advantages of using virtual means, such as online questionnaires, to collect scientific data. However, other issues inherent to scientific work inevitably arise, which intertwine the validity of information with ethical requirements. This chapter discusses some of these concerns. It aims to argue the need for an attentive and critical look at the use of online questionnaires in educational research.
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Keywords
Investigação quantitativa Inquérito por questionário Questionário online Quantitative research Survey by questionnaire Online quiz
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Universidade Aberta