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Abstract(s)
O estudo tem como objetivo investigar a eficácia da experiência de aprendizagem dos professores em MOOC, especificamente voltado a abordagem STEAM. Além disso, procura fornecer insights que contribuam para o aprimoramento das estratégias de LEX design no desenvolvimento destes cursos e enriquecer a literatura existente sobre o tema. A recolha de dados e a sua análise segue um método misto, com análise qualitativa e quantitativa, dividida em duas etapas. Na primeira etapa, a recolha de dados qualitativos consistiu em entrevistas com especialistas do campo do UX e LEX design, residentes do Brasil e Portugal. Nesta etapa focou-se em validar o instrumento de recolha de dados. Já na segunda etapa, utilizou-se questionários aplicados aos professores, que atuam com a metodologia STEAM e que estão inseridos no contexto brasileiro. A análise dos dados qualitativos consistiu na transcrição e interpretação das respostas dos especialistas. A análise dos dados quantitativos consistiu na análise da estatística descritiva dos resultados obtidos. Os dados coletados apontam a necessidade de ajustes da avaliação heurística para melhor refletir a experiência dos utilizadores, como, por exemplo, a necessidade de melhoras a avaliação da acessibilidade, da interação com o tutor e colegas e da presença social. Como conclusão, a investigação reforça a importância do LEX design para garantir experiências de aprendizagem eficazes, além de propor recomendações de refinamento da avaliação heurística testada. O estudo também traz contribuições relevantes para o campo do design de aprendizagem, ao identificar áreas de melhorias nos MOOC voltados à formação contínua de professores, especialmente em termos de usabilidade e interação com a plataforma. Com base nos dados coletados e analisados, foi possível indicar oferecer sugestões práticas para o desenvolvimento de cursos online mais acessíveis e adaptados às necessidades dos professores.
The study “MOOC in the Continuous Professional Development of STEAM Teachers: Investigating Learning Experiences”, aims to investigate the effectiveness of learning experiences for teachers working within the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. Additionally, it seeks to provide insight for improving Learning Experience Design (LEX) strategies in the development of MOOC. The research also aims to enrich the existing academic literature on this subject. Data collection and analysis follow a mixed-methods approach, incorporating both qualitative and quantitative analysis, divided into two stages. In the first stage, qualitative data collection involved interviews with UX and LEX design experts based in Brazil and Portugal. This phase focused on validating the data collection instrument. In the second stage, questionnaires were applied to teachers working with the STEAM methodology in the Brazilian context. The qualitative data analysis consisted of transcribing and interpreting the experts' responses, while the quantitative analysis relied on descriptive statistics. The qualitative data analysis revealed that the importance of adjusting the heuristic evaluation employed in the study, indicating the need for a more accurate reflection if user´s experience. Areas such as accessibility, interaction, and social presence were highlighted as needing improvement. The quantitative data demonstrate that, despite some positive feedback, participants pointed out of deficiencies in terms of technological accessibility, personalization and social interaction in the MOOC they engaged which. The study concludes by emphasizing the significant role that LEX design plays in crafting learning experiences and proposes recommendations for improving the heuristic evaluation used in the research. The study also makes significant contributions to the field of learning design by identifying areas for improvement in MOOC aimed at the continuous professional development of teachers, particularly in terms of usability and platform interaction. Based on the collected and analyzed data, it was possible to offer practical suggestions for the development of online courses that more accessible and tailored to the needs of teachers.
The study “MOOC in the Continuous Professional Development of STEAM Teachers: Investigating Learning Experiences”, aims to investigate the effectiveness of learning experiences for teachers working within the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. Additionally, it seeks to provide insight for improving Learning Experience Design (LEX) strategies in the development of MOOC. The research also aims to enrich the existing academic literature on this subject. Data collection and analysis follow a mixed-methods approach, incorporating both qualitative and quantitative analysis, divided into two stages. In the first stage, qualitative data collection involved interviews with UX and LEX design experts based in Brazil and Portugal. This phase focused on validating the data collection instrument. In the second stage, questionnaires were applied to teachers working with the STEAM methodology in the Brazilian context. The qualitative data analysis consisted of transcribing and interpreting the experts' responses, while the quantitative analysis relied on descriptive statistics. The qualitative data analysis revealed that the importance of adjusting the heuristic evaluation employed in the study, indicating the need for a more accurate reflection if user´s experience. Areas such as accessibility, interaction, and social presence were highlighted as needing improvement. The quantitative data demonstrate that, despite some positive feedback, participants pointed out of deficiencies in terms of technological accessibility, personalization and social interaction in the MOOC they engaged which. The study concludes by emphasizing the significant role that LEX design plays in crafting learning experiences and proposes recommendations for improving the heuristic evaluation used in the research. The study also makes significant contributions to the field of learning design by identifying areas for improvement in MOOC aimed at the continuous professional development of teachers, particularly in terms of usability and platform interaction. Based on the collected and analyzed data, it was possible to offer practical suggestions for the development of online courses that more accessible and tailored to the needs of teachers.
Description
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Formação contínua Professores - Formação Educação STEAM Massive Online Open Course (MOOC) Experiências de aprendizagem Dissertações de mestrado - 2025