Master Degree Entrepreneurship - Digital technologies in education: evaluation of a platform of on-line education, from the approach of pedagogical models and significant learning

Tipo de evento: 
Defesa
Data e hora: 
06/10/2017 - 09:00 to 13:00

ALINI DAL MAGRO
Master Degree Entrepreneurship - Digital technologies in education: evaluation of a platform of on-line education, from the approach of pedagogical models and significant learning
Class 207, FEA-5
Adviser: Prof. Dr. Edson Crescitelli
Comission: Profs. Drs. Júlio César B. de Figueiredo, Guilherme de Farias Shiraishi e Leandro Angotti Guissoni

Abstract

The evolution of technologies has fueled new discoveries and changes in the education sector. Preparing children and young people to overcome the challenges of the current century requires the development of a set of skills for learning, living, working and getting along with others in an increasingly complex world.

In this sense, the goal of this study is to evaluate the impacts of the implementation of a new pedagogic architecture for “Melhor Aprendiz” Project. In order to reach the proposed objective, a bibliographical review on education in the 21st century was carried out, focusing as distance education, pedagogical models in distance education, and meaningful learning.  The single case study focused on the “Melhor Aprendiz” project, whose data were collected and catalogued through interviews and focus groups with the main stakeholders, in addition to the legislation and documents provided by SOMOS Education.

Data analysis used the method of Miles, Huberman, & Saldaña (2014), which provided a framework for collecting, condensing, displaying and elaborating conclusions. Among the main results, we noticed that the implementation of a new pedagogical architecture for “Melhor Aprendiz” project generated impacts based on pedagogical models and significant learning. In terms of content, both the implementation of new content and the concern with quality have generated learning in a meaningful way. Additionally, we observed that the students’ choices in learning are directly related to their previous knowledge. We found that self-regulation increases students’ will to learn, which is also driven by the use of significant material and structured classes. Finally, from a technological point of view, data has shown that the platform displays many functionalities that are valued by students and tutors. However, platform use training is required.

 

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