Uso das TIC em processos colaborativos de ensino e aprendizagem no ensino superior
Uso das TIC em processos colaborativos de ensino e aprendizagem no ensino superior
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使用 TIC 进行 ENSino 协作处理和高级 ENSino 预案
DOI：
10.1234/ei.v0i7.2551
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Margarida M. Pinheiro
中科院分区：
文献类型：
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作者：
D. Simões;Margarida M. Pinheiro
本文的总体目标是有助于在信息和通信技术（ICT）教室的积极和协作的经验如何在高等教育机构的知识建设中发挥作用的理论讨论。基于上述要点，我们打算探讨：（1）信息和通信技术的使用所产生的协作环境如何使学生积极参与学习过程，（2）小组工作层面的协作工具如何影响学生自己的学习调节，以及（3）学生对专业元素的处理如何导致他们产生不同的学习态度。这项研究描述了一个特定的环境，利用协作工具，如维基和论坛中的电子学习平台和特定的CRM（客户关系管理）软件。数据是通过电子学习平台Moodle上的问卷调查收集的。采用描述性统计技术分析定量数据。在提出的研究问题，研究，指向一些理解如何合作学习环境似乎让学生积极参与学习过程中，主要是如果要执行的任务有经验的组成部分。此外，学生似乎确定需要规范自己的学习，这加强了协作活动的规划和监管以及信息和通信技术的同步和异步可能性的作用。最后，本研究提醒如何使用未来的专业元素与不同的学习态度相互作用的方式。
The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in Information and Communication Technologies (ICT) classrooms play a role on the construction of knowledge in higher education institutions. Based on the pointed outlines, we intend to explore how: (1) collaborative environments that occur from the usage of Information and Communication Technologies get students actively involved in the learning process, (2) collaborative tools at the level of group work influence learning regulation by students themselves and (3) the handling of professional elements as perceived by students, can lead them to different learning attitudes. This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an elearning platform and of specific CRM (Customer Relationship Management) software. Data was collected through questionnaires available on the elearning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be performed have an empirical component. More, students seem to identify the need to regulate their own learning, which reinforces planning and regulation of collaborative activities and the role of synchronous and asynchronous possibilities of ICT. Finally, the study alerts to the way how the usage of future professional elements interacts with different leaning attitudes.