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Mobile learning e educação em línguas: contributos para a aprendizagem do inglês no ensino superior online
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Abstract(s)
Esta investigação procurou averiguar os contributos que o mobile learning (mlearning) pode conferir à Educação em línguas, nomeadamente em Inglês, no Ensino Superior online. Na sociedade do conhecimento, enraizada num mundo plural, global e caleidoscópico, a aprendizagem móvel, ubíqua, nómada e invisível tornou-se crucial no acesso a esse conhecimento e na produção e partilha do mesmo. A moldura teórica norteou-se pelo seguinte tríptico enquadrador: i) a aprendizagem móvel e contextualizada no quotidiano, caracterizada pela mobilidade das tecnologias, dos aprendentes e do conteúdo; ii) a educação em línguas estrangeiras (LE) online, nomeadamente em Inglês, língua franca da globalização, disponibilizada pela Universidade Aberta (UAb), em oferta educativa formal, à qual o mlearning propiciou um carácter de imersão virtual duplamente mediado, através do interface da aula virtual da UAb e do Dispositivo Móvel (DM); iii) as aplicações digitais móveis (apps), conducentes a processo(s) de ensino e aprendizagem gamificado(s). O processo de diagnose, desenho, implementação e avaliação de estratégias e atividades para aprender uma LE com recurso ao mlearning revelou um elevado potencial, visando transformar os estudantes em construtores do seu próprio conhecimento, ao invés de meros recetores do mesmo. Em total consonância com uma investigação digitalmente imersiva e com a abordagem comunicativa do ensino da LE, adotou-se a metodologia de Design-Based Research (DBR), conjugando uma integração metodológica, que informou e enformou o processo de investigação. Sendo sistémica, flexível, interativa e iterativa, a nossa DBR consubstanciou-se em três ciclos iterativos, com vista a testar e refinar os desenhos metodológicos. Os resultados decorrentes da investigação comprovaram o funcionamento dos princípios de Desenho ao longo do(s)processo iterativo(s) e permitiram validar a proposta de taxonomia de caracterização de apps que foi criada no âmbito do estudo. Além disso, alguns instrumentos e ferramentas desenhados para ensinar e aprender revelaram-se e funcionaram como instrumentos de recolha de dados. Mais ainda, concluiu-se que a aprendizagem móvel pode consubstanciar um paradigma de aprendizagem, conducente à inclusão e ao acesso ao conhecimento para todos, ao longo da vida e em todos os seus domínios, em qualquer lugar e a qualquer hora. Numa palavra, a Vida e a Educação entretecem-se, numa simbiose que o mlearning otimiza e, assim, almeja-se que os contributos emergentes da presente investigação abram novos horizontes de pesquisa.
This research project was aimed at determining the benefits of mobile learning in Language learning, specifically the English language, within online-based Higher Education. In the knowledge society, built within a plural, global and kaleidoscopic world, the mobile, ubiquitous, nomad and invisible learning became paramount in providing access to this knowledge, besides playing a major part in its conception and distribution. The theoretical framework is guided by three main aspects of mlearning: i) mobile learning within routine life, characterized by the mobility of technology, learners and content; ii) the online education in foreign languages (FL), specifically the English language, lingua franca of globalization, through a course offered by the Open University of Portugal (UAb), to which mlearning added a twofold virtual immersion component: through the interface of a virtual online class and through mobile devices (MD); iii) the mobile digital applications (apps), motivators of gamified processes of teaching and learning. The diagnosis, design, implementation and evaluation of strategies and activities for learning a FL using mlearning uncovered an enormous potential, transforming students into builders of their own knowledge, rather than mere receptors. In consonance with a digitally immersive research and with the communicative approach used in teaching a FL, a Design-Based Research (DBR) methodology was employed, together with a methodological implementation, that informed and shaped the research process. The DBR, as a systemic, flexible, interactive and iterative methodology, encompassed three iterative cycles, aimed at testing and refining the designs. The results obtained during this investigation confirmed the functioning of the DBR design principles throughout the iterative processes and validated the taxonomy for app characterization, proposed in the scope of this study. Moreover, the apps and tools designed for teaching and learning were found to act as data collection mechanisms. Furthermore, it was concluded that mlearning has the potential for compounding a new learning paradigm, encouraging the inclusion and access to knowledge, lifelong and lifewide, anytime and anywhere. Life and Education intertwine, in a symbiosis optimized by mlearning and therefore it is expected that the findings and development achieved in this investigation lead to further research and progress.
This research project was aimed at determining the benefits of mobile learning in Language learning, specifically the English language, within online-based Higher Education. In the knowledge society, built within a plural, global and kaleidoscopic world, the mobile, ubiquitous, nomad and invisible learning became paramount in providing access to this knowledge, besides playing a major part in its conception and distribution. The theoretical framework is guided by three main aspects of mlearning: i) mobile learning within routine life, characterized by the mobility of technology, learners and content; ii) the online education in foreign languages (FL), specifically the English language, lingua franca of globalization, through a course offered by the Open University of Portugal (UAb), to which mlearning added a twofold virtual immersion component: through the interface of a virtual online class and through mobile devices (MD); iii) the mobile digital applications (apps), motivators of gamified processes of teaching and learning. The diagnosis, design, implementation and evaluation of strategies and activities for learning a FL using mlearning uncovered an enormous potential, transforming students into builders of their own knowledge, rather than mere receptors. In consonance with a digitally immersive research and with the communicative approach used in teaching a FL, a Design-Based Research (DBR) methodology was employed, together with a methodological implementation, that informed and shaped the research process. The DBR, as a systemic, flexible, interactive and iterative methodology, encompassed three iterative cycles, aimed at testing and refining the designs. The results obtained during this investigation confirmed the functioning of the DBR design principles throughout the iterative processes and validated the taxonomy for app characterization, proposed in the scope of this study. Moreover, the apps and tools designed for teaching and learning were found to act as data collection mechanisms. Furthermore, it was concluded that mlearning has the potential for compounding a new learning paradigm, encouraging the inclusion and access to knowledge, lifelong and lifewide, anytime and anywhere. Life and Education intertwine, in a symbiosis optimized by mlearning and therefore it is expected that the findings and development achieved in this investigation lead to further research and progress.
Description
Keywords
Universidade Aberta Mlearning Educação em línguas Língua inglesa Línguas estrangeiras Apps Dispositivos móveis Educação online Ensino superior Ensino-aprendizagem Mobile learning (mlearning) Education in languages – english DesignBased research Online higher education Mobile pedagogy
Citation
Pombo, Cândida - Mobile learning e educação em línguas [Em linha]: contributos para a aprendizagem do inglês no ensino superior online. [Em linha]. [s.n.], 2019. 2 vols.