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Os Massive Open Online Courses nas instituições de ensino superior : o modelo pedagógico do Instituto Superior Técnico
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Orientador(es)
Resumo(s)
Vivemos numa Era de rápido avanço tecnológico e transformação na educação. O
século XXI trouxe consigo uma revolução na forma como aprendemos e ensinamos, com
destaque para os Massive Open Online Courses (MOOC), que emergem como oportunidades
de aprendizagem flexíveis e globalmente acessíveis. Em Portugal, as instituições de ensino
superior também aderiram a esta tendência global, oferecendo um número crescente de
cursos MOOC. No entanto, a compreensão de como esses cursos impactam o envolvimento
dos alunos e a eficácia do ensino ainda é pouco explorada. Esta investigação tem como
objetivo principal analisar em que medida o modelo pedagógico dos MOOC, implementados
no Instituto Superior Técnico da Universidade de Lisboa, influencia a frequência dos cursos
pelos formandos que os frequentam. Para atingir este objetivo, adotou-se uma abordagem
descritiva. Como campo empírico foram selecionados três MOOC produzidos e
implementados pelo IST. Foram recolhidos dados quantitativos e qualitativos, o que nos
permitiu explorar e responder às questões de pesquisa definidas. Os resultados revelaram
uma variedade de características e desafios nos MOOC analisados, incluindo a eficácia dos
recursos educacionais, interação dos alunos com o conteúdo e percepções dos participantes
sobre a efetividade dos MOOC. A análise da influência do modelo pedagógico proporcionou
uma compreensão atual do impacto desses cursos na instituição e nos participantes,
identificando estratégias bem-sucedidas e áreas de melhoria.
We live in an Era of rapid technological advancement and transformation in education. The 21st century has brought with it a revolution in how we learn and teach, with a notable emphasis on Massive Open Online Courses (MOOC), emerging as flexible and globally accessible learning opportunities. In Portugal, higher education institutions have also embraced this global trend, offering an increasing number of MOOC. However, our understanding of how these courses impact student engagement and teaching effectiveness remains relatively unexplored. This research aims to analyse to what extent the pedagogical model of MOOC implemented at the Instituto Superior Técnico of the University of Lisbon influences the attendance of the courses by the learners who take them. To achieve this objective, a descriptive approach was adopted. Three MOOC produced and implemented by IST were selected as the empirical field. Quantitative and qualitative data were collected, allowing us to explore and address the defined research questions. The results have revealed a variety of features and challenges within the analysed MOOC, encompassing aspects such as the effectiveness of educational resources, student interaction with the content, and participant perceptions regarding the efficacy of MOOCs. The analysis of the pedagogical model's influence has provided a current understanding of the impact of these courses on both the institution and participants, identifying successful strategies and areas for improvement.
We live in an Era of rapid technological advancement and transformation in education. The 21st century has brought with it a revolution in how we learn and teach, with a notable emphasis on Massive Open Online Courses (MOOC), emerging as flexible and globally accessible learning opportunities. In Portugal, higher education institutions have also embraced this global trend, offering an increasing number of MOOC. However, our understanding of how these courses impact student engagement and teaching effectiveness remains relatively unexplored. This research aims to analyse to what extent the pedagogical model of MOOC implemented at the Instituto Superior Técnico of the University of Lisbon influences the attendance of the courses by the learners who take them. To achieve this objective, a descriptive approach was adopted. Three MOOC produced and implemented by IST were selected as the empirical field. Quantitative and qualitative data were collected, allowing us to explore and address the defined research questions. The results have revealed a variety of features and challenges within the analysed MOOC, encompassing aspects such as the effectiveness of educational resources, student interaction with the content, and participant perceptions regarding the efficacy of MOOCs. The analysis of the pedagogical model's influence has provided a current understanding of the impact of these courses on both the institution and participants, identifying successful strategies and areas for improvement.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Modelos pedagógicos E-learning Design instrucional Tecnologias digitais Estabelecimentos de ensino superior Dissertações de mestrado - 2023