Processo de ensino-aprendizagem e níveis motivacionais de docente e discente de disciplinas na modalidade à distância com suporte a plataforma Moodle
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2017-03-03
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A educação a distância tem avançado nos últimos anos, fazendo com que professores estejam sempre se capacitando para influenciar positivamente no processo de ensino-aprendizagem de seus alunos. A partir do uso das tecnologias é possível contribuir na formação acadêmica em cursos de ensino superior, com suporte de sistemas dinâmicos como a Plataforma Moodle. Esta possibilita o gerenciamento da aprendizagem e, poderiam influenciar tanto docentes quanto discentes para atuarem neste contexto de forma motivada. Objetivo desta investigação é analisar o processo de ensino-aprendizagem e níveis motivacionais de docente e discente em disciplinas na modalidade a distância com suporte a plataforma Moodle. Essa pesquisa seguiu um modelo exploratório e descritivo, com natureza quantitativa e recorte transversal. A pesquisa foi realizada em cinco cursos de licenciatura: Ciências Biológicas, Geografia, Pedagogia, Matemática e Informática. Tais graduações funcionam na modalidade a Distância e são chanceladas pela Universidade Estadual do Ceará. A amostra foi constituída por 24 docentes e 254 discentes, de ambos os gêneros, dentre os cursos supracitados, sendo selecionados de forma aleatória simples e que utilizavam em suas disciplinas a plataforma Moodle. Como instrumento de recolha de dados foram utilizados três questionários: um sobre a identificação pessoal e situação acadêmica; outro sobre a análise dos níveis motivacionais de docentes e discentes; e, um terceiro sobre a avaliação da plataforma Moodle enquanto comunidade virtual para o processo de ensino-aprendizagem. A análise dos dados foi realizada através de estatística descritiva, a partir das respostas das questões de múltipla escolha e das tendências das questões no formato Likert. Os principais resultados apontam que: a maioria, ou seja, 70,80% dos docentes e 75,60% dos discentes tiveram como primeira opção de escolha a formação na modalidade de EAD; A grande maioria dos docentes (70,80%) e discentes (81,10%) estuda e trabalha; Quanto aos níveis motivacionais, estes foram positivos para a participação em cursos de EAD, estando os itens bastante e sempre em consonância comigo demonstrando um alto nível motivacional (89,20% para os docentes e 82,10% para os discentes); Especificamente aos níveis motivacionais para a utilização da Plataforma Moodle, verificou-se um alto nível motivacional (87,50% para os docentes e 74,10% para os discentes); Relativamente a influência que a utilização da Plataforma Moodle exerce no processo de ensino-aprendizagem em cursos de EAD, obteve-se para docentes 67,50% e para os discentes 86,30% de influência positiva. Portanto, foi possível concluir que há um grande nível de concordância de docentes e discentes sobre o suporte que a Plataforma Moodle oferece no processo de ensino-aprendizagem em disciplinas na modalidade a distância, como também os níveis motivacionais foram elevados tanto no contexto dos sujeitos da pesquisa estarem cursando o ensino na modalidade a distância, quanto do suporte que a plataforma Moodle oferece para que sejam ou estejam mais motivados.
Distance education has advanced in recent years, causing teachers are always empowering to positively influence the teaching-learning process of their students. From the use of technology can contribute to the academic education at higher education courses with dynamic support systems such as Moodle Platform. This enables the management of learning and could influence both teachers as students to work in this context motivated way. Objective of this research is to analyze the process of teaching and learning and motivational levels of teachers and students in disciplines in the distance with support for Moodle platform. This research followed an exploratory and descriptive model with quantitative and cross-cutting. The survey was conducted in five undergraduate courses: Biological Sciences, Geography, Education, Mathematics and Informatics. Such graduations work in the mode of Distance and are certified by the State University of Ceará. The sample consisted of 24 teachers and 254 students, of both genders, among the above courses, were selected by simple random sampling and used in their disciplines the Moodle platform. As data collection instrument was used three questionnaires: one about personal identifying and academic standing; another on the analysis of motivational levels of teachers and students; and a third on the assessment of Moodle as a virtual community for teaching-learning process. Data analysis was performed using descriptive statistics from the answers of multiple choice questions and trends of the questions in Likert format. The main results show that: most, i.e. 70.80% of the teachers and 75.60% of the students had the first option to choose training in distance education mode; The vast majority of teachers (70.80%) and students (81.10%) studies and works; As for motivational levels, these were positive for participation in distance education courses, with the items fairly and always in line with me demonstrating a high motivational level (89.20% for teachers and 82.10% for students); Specifically the motivational levels to a use of the Moodle platform, there was a high motivational level (87.50% for teachers and 74.10% for students); For that influence the use of the Moodle platform has on the teaching-learning process in distance education courses, it obtained 67.50% for teachers and for students 86,30% of positive influence. Therefore, it was concluded that there is a high level of agreement of teachers and students about the support that Moodle Platform provides the teaching-learning process in subjects in the distance, as well as the motivational levels were elevated both in the context of the subjects of research are attending the school in the distance, the support that the Moodle platform offers for which are or are more motivated.
Distance education has advanced in recent years, causing teachers are always empowering to positively influence the teaching-learning process of their students. From the use of technology can contribute to the academic education at higher education courses with dynamic support systems such as Moodle Platform. This enables the management of learning and could influence both teachers as students to work in this context motivated way. Objective of this research is to analyze the process of teaching and learning and motivational levels of teachers and students in disciplines in the distance with support for Moodle platform. This research followed an exploratory and descriptive model with quantitative and cross-cutting. The survey was conducted in five undergraduate courses: Biological Sciences, Geography, Education, Mathematics and Informatics. Such graduations work in the mode of Distance and are certified by the State University of Ceará. The sample consisted of 24 teachers and 254 students, of both genders, among the above courses, were selected by simple random sampling and used in their disciplines the Moodle platform. As data collection instrument was used three questionnaires: one about personal identifying and academic standing; another on the analysis of motivational levels of teachers and students; and a third on the assessment of Moodle as a virtual community for teaching-learning process. Data analysis was performed using descriptive statistics from the answers of multiple choice questions and trends of the questions in Likert format. The main results show that: most, i.e. 70.80% of the teachers and 75.60% of the students had the first option to choose training in distance education mode; The vast majority of teachers (70.80%) and students (81.10%) studies and works; As for motivational levels, these were positive for participation in distance education courses, with the items fairly and always in line with me demonstrating a high motivational level (89.20% for teachers and 82.10% for students); Specifically the motivational levels to a use of the Moodle platform, there was a high motivational level (87.50% for teachers and 74.10% for students); For that influence the use of the Moodle platform has on the teaching-learning process in distance education courses, it obtained 67.50% for teachers and for students 86,30% of positive influence. Therefore, it was concluded that there is a high level of agreement of teachers and students about the support that Moodle Platform provides the teaching-learning process in subjects in the distance, as well as the motivational levels were elevated both in the context of the subjects of research are attending the school in the distance, the support that the Moodle platform offers for which are or are more motivated.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Comunicação e Tecnologia Educativas
Palavras-chave
Educação à distância , Motivação , Ensino , Aprendizagem , Plataforma moodle