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Mediação pedagógica em ensino a distância: o processo de feedback durante as aulas online no Centro de Educação Aberta e a Distância da Universidade Pedagógica de Maputo-Moçambique
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Advisor(s)
Abstract(s)
A presente pesquisa tem como finalidade analisar o processo de feedback docente
durante as atividades online dos professores e estudantes no Centro de Educação
Aberta e à Distância da Universidade Pedagógica de Maputo – Moçambique, no curso
de Licenciatura em Ensino de História, primeiro ano, realizadas durante o segundo
semestre de 2019.
A métodologia usada foi o estudo de caso, com uma abordagem quantitativa que incluíu
o learning analytics com evidências extraídas na plataforma Moodle e correspondente
tratamento estatísco dos dados, bem como, com recurso à técnica de observação não
participante em sete disciplinas. A amostra dos inquiridos foi de 166 estudantes.
Dos resultados obtidos nesta pesquisa, concluiu-se que, quando se realiza o feeddack
de uma forma eficaz, como se observou no caso da disciplina de História de Moçambique
até ao século XV é possível alcançar resultados positivos e um bom desempenho da
parte dos estudantes. Observou-se também um aproveitamento positivo que não foi
explicado pelo feedback dado aos estudantes no caso de quatro disciplinas: História de
África até ao século XV, Práticas Pedagógicas Gerais, Didáctica Geral e Psicologia
Geral. Este resultado poderá ser explicado por outras razões que não foram objeto de
estudo nesta pesquisa, sendo necessárias futuras investigações para aferir com maior
profundidade sobre este aproveitamento positivo que não foi explicado pelo feedback
dos estudantes. Os resultados obtidos nesta pesquisa podem ter impacto no curso e na mediação
pedagógica desenvolvida e por isso, serão disponibilizados ao Centro de Educação
Aberta e à Distância com objectivo de se estabelecerem ações de melhoria na qualidade
dos serviços prestados.
The present research aims to analyze the process of teacher feedback during the online activities of teachers and students in the Center for Open and Distance Education of the Pedagogical University of Maputo - Mozambique, in the first year of the degree course in History Teaching, held during the second semester of 2019. The methodology used was the case study, with a quantitative approach that included learning analytics with evidence extracted from the Moodle platform and the corresponding statistical treatment of the data, as well as using the technique of nonparticipant observation in seven courses. The sample of respondents was 166 students. From the results obtained in this research, it was concluded that when the feedback is done in an effective way, as observed in the case of the subject History of Mozambique until the 15th century, it is possible to achieve positive results and a good performance from the students. We also observed a positive performance that was not explained by the feedback given to the students in the case of four subjects: History of Africa until the 15th century, General Pedagogical Practices, General Didactics and General Psychology. This result may be explained by other reasons that were not studied in this research, and future investigations are needed to assess in more depth this positive achievement that was not explained by the students' feedback. The results obtained in this research may have an impact on the course and on the pedagogical mediation developed and, therefore, will be made available to the Center for Open and Distance Education with the objective of establishing actions for improvement in the quality of the services provided.
The present research aims to analyze the process of teacher feedback during the online activities of teachers and students in the Center for Open and Distance Education of the Pedagogical University of Maputo - Mozambique, in the first year of the degree course in History Teaching, held during the second semester of 2019. The methodology used was the case study, with a quantitative approach that included learning analytics with evidence extracted from the Moodle platform and the corresponding statistical treatment of the data, as well as using the technique of nonparticipant observation in seven courses. The sample of respondents was 166 students. From the results obtained in this research, it was concluded that when the feedback is done in an effective way, as observed in the case of the subject History of Mozambique until the 15th century, it is possible to achieve positive results and a good performance from the students. We also observed a positive performance that was not explained by the feedback given to the students in the case of four subjects: History of Africa until the 15th century, General Pedagogical Practices, General Didactics and General Psychology. This result may be explained by other reasons that were not studied in this research, and future investigations are needed to assess in more depth this positive achievement that was not explained by the students' feedback. The results obtained in this research may have an impact on the course and on the pedagogical mediation developed and, therefore, will be made available to the Center for Open and Distance Education with the objective of establishing actions for improvement in the quality of the services provided.
Description
Keywords
Educação a distância Mediação pedagógica Feedback Maputo Moçambique Distance education Pedagogical mediation
Citation
Alizeu, Augusta Filimone Guilima - Mediação pedagógica em ensino a distância [Em linha]: o processo de feedback durante as aulas online no Centro de Educação Aberta e a Distância da Universidade Pedagógica de Maputo-Moçambique. [S.l.]: [s.n.], 2021. 129 p.