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O uso de learning analytics para a organização e o desenvolvimento curricular em cursos online
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| 2.75 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente estudo visa entender como o uso de learning analytics pode contribuir para
aprimorar o currículo de cursos do ensino superior ofertados na modalidade online. Para isto
buscou-se respostas a três questões de investigação que foram compreender quais são as
contribuições do learning analytics para educação, quais são os fatores limitantes para sua
adoção e quais elementos em learning analytics podem ser considerados no momento de
planejar e introduzir mudanças no desenvolvimento curricular. Optamos nesta investigação
descritiva, inscrita no paradigma interpretativo, na qual se optou por realizar uma revisão
sistemática de literatura com objetivo de obter uma visão geral do estado da arte deste tema,
realizando análise documental das publicações que daí resultaram, apoiada pela técnica de
análise de conteúdo. Complementarmente, foi realizada a aplicação de um questionário a fim
de obter a percepção de coordenadores, professores e tutores de um dos maiores consórcios de
instituições de ensino superior do Brasil que ofertam cursos na modalidade de ensino a
distância. Os resultados mostram que no que tange a adoção de LA existem muitos desafios a
serem vencidos, especialmente na dimensão da proteção de dados e principalmente da
capacitação dos profissionais de educação. Sobre os benefícios do uso de learning analytics
embora conseguimos elencar inúmeros possíveis ganhos para a área educacional, este tema
ainda carece de mais estudos e validações que comprovem seus impactos seja ao nível
institucional, pedagógico e, principalmente, ao nível curricular. Por fim, foram inconclusivos
os resultados sobre como o uso de LA pode contribuir na organização e desenvolvimento
curricular de cursos ofertados na modalidade a distância no ensino superior.
This study aims to understand how the use of learning analytics can contribute to improving the curriculum of higher education courses offered online. For this, answers were sought to three research questions that aimed to understand the contributions of learning analytics to education, what the limiting factors for its adoption are, and what elements of learning analytics can be considered when planning the development or introducing changes to the curriculum. In this descriptive investigation, inscribed in the interpretive paradigm, we chose to carry out a systematic literature review with the objective of obtaining an overview of the state of the art on this topic, and carrying out a documental analysis, supported by the technique of content analysis. In addition, a questionnaire was applied in order to obtain the perception of coordinators, teachers, and tutors of one of the largest consortia of higher education institutions in Brazil that offer online degree and post-degree programs. The results show that regarding the adoption of LA, there are many challenges to be overcome, especially in the dimension of data protection and in the training of education professionals. On the benefits of using learning analytics: although we were able to list numerous possible gains for the educational area, this topic still needs further studies and validation to prove its impacts at institutional, pedagogical, and, mainly, at the curricular level. Finally, the results were inconclusive on how the use of LA can contribute to the organization and curriculum development of courses offered in the distance modality in higher education.
This study aims to understand how the use of learning analytics can contribute to improving the curriculum of higher education courses offered online. For this, answers were sought to three research questions that aimed to understand the contributions of learning analytics to education, what the limiting factors for its adoption are, and what elements of learning analytics can be considered when planning the development or introducing changes to the curriculum. In this descriptive investigation, inscribed in the interpretive paradigm, we chose to carry out a systematic literature review with the objective of obtaining an overview of the state of the art on this topic, and carrying out a documental analysis, supported by the technique of content analysis. In addition, a questionnaire was applied in order to obtain the perception of coordinators, teachers, and tutors of one of the largest consortia of higher education institutions in Brazil that offer online degree and post-degree programs. The results show that regarding the adoption of LA, there are many challenges to be overcome, especially in the dimension of data protection and in the training of education professionals. On the benefits of using learning analytics: although we were able to list numerous possible gains for the educational area, this topic still needs further studies and validation to prove its impacts at institutional, pedagogical, and, mainly, at the curricular level. Finally, the results were inconclusive on how the use of LA can contribute to the organization and curriculum development of courses offered in the distance modality in higher education.
Description
Dissertação de mestrado, Educação (Área de Especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2022
Keywords
Ensino à distância Ensino superior - Brasil Desenvolvimento curricular Processo de aprendizagem Dissertações de mestrado - 2022