MODELO DE APRENDIZAGEM ONLINE PARA MELHORAR OS RESULTADOS DOS ALUNOS EM CONCEPÇÃO DE TECNOLOGIAS DA INFORMAÇÃO E DA COMUNICAÇÃO
DOI:
https://doi.org/10.18316/rcd.v16i42.11680Palavras-chave:
Online learning model, Student achievement, ICT, Design capabilitiesResumo
O rápido avanço da tecnologia e a crescente procura de competências em TIC exigiram abordagens educativas inovadoras para melhorar os resultados dos alunos. O ensino tradicional baseado na sala de aula tem muitas vezes dificuldade em acompanhar a natureza dinâmica e evolutiva do ensino das TIC. A variabilidade dos estilos de aprendizagem dos alunos e a crescente exigência de competências digitais requerem um modelo educativo flexível e escalável. Este estudo centra-se no desenvolvimento de um modelo de aprendizagem em linha eficaz, concebido para melhorar o desempenho dos alunos no domínio da conceção das tecnologias da informação e da comunicação (TIC). O estudo utilizou uma abordagem de métodos mistos, combinando dados quantitativos e qualitativos. Os participantes incluíram estudantes de licenciatura inscritos num curso de Design de TIC. Foi-lhes dado acesso a uma plataforma de aprendizagem em linha com aulas interactivas em vídeo, recursos multimédia, avaliações e projectos de colaboração. A recolha de dados incluiu pré-testes e pós-testes para medir o desempenho académico, inquéritos para avaliar a satisfação dos alunos e debates em grupos de discussão para recolher informações qualitativas sobre a sua experiência de aprendizagem. Os resultados indicaram uma melhoria significativa no desempenho dos alunos, com classificações pós-teste consistentemente superiores às classificações pré-teste em todos os participantes. A flexibilidade do modelo permitiu que os alunos aprendessem ao seu próprio ritmo, levando a uma compreensão mais profunda dos conceitos-chave. Os recursos interactivos e os projectos de colaboração aumentaram o envolvimento e promoveram o pensamento crítico. Além disso, a maioria dos alunos expressou grande satisfação com a experiência de aprendizagem online, citando a variedade de recursos, as oportunidades de aprendizagem ao seu próprio ritmo e os fóruns de colaboração como factores significativos.
Referências
Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B. M., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00216-z
Adarkwah, M. A. (2021). A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2. SN Computer Science, 2(4), 258. https://doi.org/10.1007/s42979-021-00664-y
Arifeen, S. R. (2023). Ecological aspects of online learning in higher education: a qualitative multi-level exploration in a developing country. Education and Information Technologies, 28(7), 8195–8217. https://doi.org/10.1007/s10639-022-11507-5
Bazelais, P., & Doleck, T. (2018). Investigating the impact of blended learning on academic performance in a first semester college physics course. Journal of Computers in Education, 5(1), 67–94. https://doi.org/10.1007/s40692-018-0099-8
Brahim, G. Ben. (2022). Predicting Student Performance from Online Engagement Activities Using Novel Statistical Features. Arabian Journal for Science and Engineering, 47(8), 10225–10243. https://doi.org/10.1007/s13369-021-06548-w
Cárdenas-Robledo, L. A., & Peña-Ayala, A. (2019). A holistic self-regulated learning model: A proposal and application in ubiquitous-learning. Expert Systems with Applications, 123, 299–314. https://doi.org/10.1016/j.eswa.2019.01.007
Criollo-C, S., Govea, J., Játiva, W., Pierrottet, J., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2023). Towards the Integration of Emerging Technologies as Support for the Teaching and Learning Model in Higher Education. Sustainability (Switzerland), 15(7). https://doi.org/10.3390/su15076055
Damo, L. E., & Padagas, R. C. (2020). Can hybrid learning supplant the brick-and-stone classroom in teaching “strategies for academic success in college”? A focus assessment study. Universal Journal of Educational Research, 8(5), 1711–1718. https://doi.org/10.13189/ujer.2020.080507
Duncan, R. G., & Tseng, K. A. (2011). Designing project‐based instruction to foster generative and mechanistic understandings.pdf. Science Education, 95, 21–56. https://doi.org/10.1002/sce.20407
Goode, E., Nieuwoudt, J. E., & Roche, T. (2022). Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model. In Australasian Journal of Educational Technology (Vol. 38, Issue 4). https://doi.org/10.14742/ajet.7929
Gore, J., Fray, L., Miller, A., Harris, J., & Taggart, W. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. In Australian Educational Researcher (Vol. 48, Issue 4). https://doi.org/10.1007/s13384-021-00436-w
Hadriana, Mahdum, Isjoni, Futra, D., & Primahardani, I. (2021). Online Learning Management in the Era of Covid-19 Pandemic At Junior High Schools in Indonesia. Journal of Information Technology Education: Research, 20, 351–383. https://doi.org/10.28945/4819
Han, F., & Ellis, R. A. (2023). The relations between self-reported perceptions of Learning Environment , Observational Learning Strategies, and Academic Outcome. Journal of Computing in Higher Education, 35, 111–125. https://doi.org/10.1007/s12528-022-09333-2
Huang, K.-L., Chen, K.-H., & Ho, C.-H. (2014). Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps. Australasian Journal of Educational Technology, 30(5), 600–618. https://acces.bibl.ulaval.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108764565&lang=fr&site=ehost-live
Jamil, N., Belkacem, A. N., & Lakas, A. (2023). On enhancing students’ cognitive abilities in online learning using brain activity and eye movements. Education and Information Technologies, 28(4), 4363–4397. https://doi.org/10.1007/s10639-022-11372-2
Johansen, K. (2023). Challenges regarding digital distance learning of operationally- oriented professions, due to Covid-19 pandemic. International Journal of Educational Research Open, 4(September 2022), 100225. https://doi.org/10.1016/j.ijedro.2023.100225
Keese, J., Ford, D. J., Luke, S. E., & Vaughn, S. M. (2023). An individualized Professional Development Approach for Training University Faculty in using a Technological Tool. Education and Information Technologies, 28(11), 14577–14594. https://doi.org/10.1007/s10639-023-11792-8
Kim, S., & Kim, D. J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability (Switzerland), 13(12). https://doi.org/10.3390/su13126734
Kirsten, K., & Greefrath, G. (2023). On-Campus vs Distance Tutorials in Preparatory Courses for Mathematics Student Teachers – Performance Gains and Influencing Factors. International Journal of Research in Undergraduate Mathematics Education, 0123456789. https://doi.org/10.1007/s40753-023-00221-3
Li, G., Yu, T., Zhang, L., Du, H., Zhang, W., & Hou, S. (2022). Use of a specialty endoscopy online platform for continuing medical education for clinical endoscopists during the COVID-19 pandemic. BMC Medical Education, 22(1), 1–10. https://doi.org/10.1186/s12909-022-03516-2
Marín-Vinuesa, L. M., & Rojas-García, P. (2023). E-Learning Web-Apps Use Acceptance: A Way to Guide Perceived Learning Outcomes in Blended Learning. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032136
McKenzie, S., & Bennett, D. (2022). Understanding the career interests of Information Technology (IT) students: a focus on choice of major and career aspirations. Education and Information Technologies, 27(9), 12839–12853. https://doi.org/10.1007/s10639-022-11141-1
Minhas, W., White, T., Daleure, G., Solovieva, N., & Hanfy, H. (2021). Establishing an effective blended learning model: Teacher perceptions from the United Arab Emirates. SAGE Open, 11(4), 1–11. https://doi.org/10.1177/21582440211061538
Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-022-00379-x
Natal, K. H., Machado, T. G., Bracco, F., Lemos, L. I., Vigano, M. E., Machado, G. M., Yampa-Vargas, J. D., Raggio, D. P., Mendes, F. M., Imparato, J. C. P., Lucena, E. H. G., Cavalcanti, Y. W., Silva, C. I., Souza Filho, G. L., Macedo, M. C. S., Carrer, F. C. A., & Braga, M. M. (2022). Using information and communication technologies (ICTs) to solve the repressed demand for primary dental care in the Brazilian Unified Health System due to the COVID-19 pandemic: a randomized controlled study protocol nested with a before-and-after study including economic analysis. BMC Oral Health, 22(1), 1–16. https://doi.org/10.1186/s12903-022-02101-9
Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15–25. https://doi.org/10.14742/ajet.5137
Nungu, L., Mukama, E., & Nsabayezu, E. (2023). Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education. Education and Information Technologies, 28(9), 10865–10884. https://doi.org/10.1007/s10639-023-11607-w
Rienties, B., Divjak, B., Eichhorn, M., Iniesto, F., Saunders-Smits, G., Svetec, B., Tillmann, A., & Zizak, M. (2023). Online professional development across institutions and borders. International Journal of Educational Technology in Higher Education, 20(1), 1–16. https://doi.org/10.1186/s41239-023-00399-1
Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 1–14. https://doi.org/10.1186/s41239-018-0113-2
Rus-Casas, C., La Rubia, M. D., Eliche-Quesada, D., Jiménez-Castillo, G., & Aguilar-Peña, J. D. (2021). Online tools for the creation of personal learning environments in engineering studies for sustainable learning. Sustainability (Switzerland), 13(3), 1–18. https://doi.org/10.3390/su13031179
Segbenya, M., Bervell, B., Minadzi, V. M., & Somuah, B. A. (2022). Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00193-y
Seymour, M. (2024). Enhancing the online student experience through the application of Universal Design for Learning (UDL) to research methods learning and teaching. Education and Information Technologies, 29(3), 2767–2785. https://doi.org/10.1007/s10639-023-11948-6
Shamsuddin, N., & Kaur, J. (2020). Students’ learning style and its effect on blended learning, does it matter? International Journal of Evaluation and Research in Education, 9(1), 195–202. https://doi.org/10.11591/ijere.v9i1.20422
Shimizu, I., Matsuyama, Y., Duvivier, R., & van der Vleuten, C. (2022). Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study. BMC Medical Education, 22(1), 1–10. https://doi.org/10.1186/s12909-022-03633-y
Smith, A. R., Cavanaugh, C., & Moore, W. A. (2011). Instructional multimedia: An investigation of student and instructor attitudes and student study behavior. BMC Medical Education, 11(1), 5–7. https://doi.org/10.1186/1472-6920-11-38
Smith, A., Rubio-Rico, L., McClelland, G. T., Monserrate-Gómez, S., Font-Jiménez, I., & de Molina-Fernández, I. (2022). Co-designing and piloting an Integrated Digital Literacy and Language Toolkit for vulnerable migrant students in higher education. Education and Information Technologies, 27(5), 6847–6867. https://doi.org/10.1007/s10639-021-10845-0
Songkram, N., Chootongchai, S., Osuwan, H., Chuppunnarat, Y., & Songkram, N. (2023). Students’ adoption towards behavioral intention of digital learning platform. Education and Information Technologies, 28(9), 11655–11677. https://doi.org/10.1007/s10639-023-11637-4
Sulla, F., Aquino, A., & Rollo, D. (2022). University Students’ Online Learning During COVID-19: The Role of Grit in Academic Performance. Frontiers in Psychology, 13(February), 1–6. https://doi.org/10.3389/fpsyg.2022.825047
Teichert, L., & Isidro, E. (2022). Link to session: Turning literacy tutoring into virtual tutoring. Journal of Digital Learning in Teacher Education, 38(4), 173–184. https://doi.org/10.1080/21532974.2022.2092042
Tellhed, U., Björklund, F., & Kallio Strand, K. (2023). Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education. Sex Roles, 88(7–8), 307–325. https://doi.org/10.1007/s11199-023-01353-1
Vincent-Ruz, P., & Boase, N. R. B. (2022). Activating discipline specific thinking with adaptive learning: A digital tool to enhance learning in chemistry. PLoS ONE, 17(11 November), 1–21. https://doi.org/10.1371/journal.pone.0276086
Vogt, L., Schauwinhold, M., Rossaint, R., Schenkat, H., Klasen, M., & Sopka, S. (2022). At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study. Frontiers in Medicine, 9. https://doi.org/10.3389/fmed.2022.993337
Vona, P., Wilmoth, P., Jaycox, L. H., McMillen, J. S., Kataoka, S. H., Wong, M., DeRosier, M. E., Langley, A. K., Kaufman, J., Tang, L., & Stein, B. D. (2014). AWeb-based platform to support an evidence-based mental health intervention: Lessons from the CBITS web site. Psychiatric Services, 65(11), 1381–1384. https://doi.org/10.1176/appi.ps.201300512
Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions. Frontiers in Psychology, 13(July). https://doi.org/10.3389/fpsyg.2022.950652
Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How college students’ achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviors. Online Learning Journal, 23(4), 23–41. https://doi.org/10.24059/olj.v23i4.2076
Yosep, I., Suryani, S., Mediani, H. S., Mardhiyah, A., & Maulana, I. (2023). Digital Therapy: Alleviating Anxiety and Depression in Adolescent Students During COVID-19 Online Learning-A Scoping Review. Journal of Multidisciplinary Healthcare, 16(June), 1705–1719. https://doi.org/10.2147/JMDH.S416424
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Zuhairi Zuhairi, Sutrisni Andayani, Jarudin Jarudin
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Conforme recomendado pelo o Public Knowledge Project, a RCD adota para seus artigos uma licença CREATIVE COMMONS: Atribuição CC BY 4.0.
Esta licença permite que outros distribuam, remixem, adaptem e construam sobre o seu trabalho, mesmo comercialmente, desde que lhe dêem crédito pela criação original.
Esta é a licença mais adequada oferecida.
Recomendado para a máxima divulgação e uso de materiais licenciados.
