MODELO DE ROTAÇÃO DE ESTAÇÕES DE APRENDIZAGEM EM BANDA NO ENSINO SUPERIOR

ALCANÇAR UM EQUILÍBRIO ENTRE O ENSINO EM LINHA E PRESENCIAL

Autores

  • Violetta Yukhymenko Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine https://orcid.org/0000-0002-7039-4741
  • Svitlana Borysova Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine https://orcid.org/0000-0003-0610-644X
  • Olena Bazyl PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine https://orcid.org/0000-0002-2644-5361
  • Halyna Hubal PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine https://orcid.org/0000-0002-8824-4565
  • Uliana Barkar PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine https://orcid.org/0000-0002-3203-1712

DOI:

https://doi.org/10.18316/rcd.v16i41.11434

Palavras-chave:

aprendizagem mista, modelo rotativo, universidades, Ucrânia, digitalização

Resumo

O objetivo do artigo é testar empiricamente a eficácia do modelo de ensino com estações rotativas num formato misto com base num inquérito realizado entre professores de instituições de ensino superior na Ucrânia. O estudo utiliza uma abordagem de metodologia mista para recolher dados qualitativos e quantitativos de 65 professores durante o primeiro semestre do ano letivo de 2023-2024. Os principais instrumentos são questionários e entrevistas a professores que utilizaram o Modelo de Rotação de Estações. As respostas foram processadas utilizando estatísticas descritivas e análise comparativa para identificar quaisquer diferenças significativas nos resultados. Os resultados sublinham a necessidade de uma seleção cuidadosa de uma plataforma para o ensino à distância e a aquisição de competências na criação de recursos electrónicos. Os resultados do estudo fornecem recomendações práticas para a implementação do modelo no contexto do ensino superior ucraniano. Isto é importante para as instituições de ensino superior ucranianas que procuram métodos óptimos de aprendizagem mista. Os resultados do estudo sublinham a atitude positiva dos professores em relação ao modelo proposto, que promove a individualização da aprendizagem e o desenvolvimento de competências digitais. No entanto, a implementação requer tempo adicional e competências digitais avançadas dos professores. A pontuação média da eficácia do modelo (aproximadamente 4,046) e a distribuição percentual nas pontuações 4 (47,69%) e 5 (30,77%) indicam um elevado nível de aceitação desta abordagem pelos professores modernos. As recomendações baseiam-se na experiência individual dos professores, indicando a variabilidade na escolha do melhor meio de comunicação com os alunos. O estudo contribui para a compreensão da eficácia do modelo de ensino misto e ajudará a otimizar a sua aplicação mais ampla.

Biografia do Autor

Violetta Yukhymenko, Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine

Doctor of Philisophy in Education and Pedagogical Sciences, Associate Professor of Department of Foreign Languages, Military Institute of Telecommunications and Information Technologies named after Heroiv Krut Ukraine

Svitlana Borysova, Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine

Candidate of Pedagogical Sciences, Associate Professor at the Department of Design, Educational and Research Institute of Arts, Luhansk Taras Shevchenko National University; Doctoral Candidate at the Department of Computer Technologies, Faculty of Engineering Education, Ternopil Volodymyr Hnatiuk National Pedagogical University Ukraine

Olena Bazyl, PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine

PhD in Physical and Mathematical Sciences, Senior Teacher, Department of Applied Mathematics and Complex System Modelling, Faculty of Electronics and Information Technologies, Sumy State University Ukraine

Halyna Hubal, PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine

PhD in Physical and Mathematical Sciences, Associate Professor of Department of Higher Mathematics, Associate Professor of Department of Physics and Higher Mathematics, Faculty of Transport and Mechanical Engineering, Lutsk National Technical University Ukraine

Uliana Barkar, PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine

PhD in Philology, Senior lecturer, Department of German Philology, Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv Ukraine

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2024-02-06

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