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Abstract(s)
Potenciar experiências de aprendizagem autónoma e significativa em ambientes de aprendizagem apoiados pela tecnologia constitui um desafio diário para as escolas e professores de modo a dotar os alunos de competências autorregulatórias ao longo da vida. As diferentes iniciativas quer a nível nacional quer internacional que permitiram o equipamento das escolas com ferramentas digitais conduziram a investigações no âmbito dos processos de ensino e de aprendizagem, nomeadamente sobre a regulação da aprendizagem nestes ambientes. A reflexão sobre as vantagens e constrangimentos do uso da tecnologia nas escolas poderá contribuir para o desenvolvimento de estratégias educativas que permitam promover oportunidades de tomada de decisão nos alunos durante o processo de aprendizagem. A investigação tem-se centrado sobre ferramentas como o Moodle, que possibilitam a personalização do percurso dos aprendentes e a partilha, principalmente no âmbito do ensino superior. Os estudos desenvolvidos em escolas do Ensino Básico e Secundário têm realçado uma subutilização curricular das ferramentas digitais para o desenvolvimento das competências autorregulatórias. Neste âmbito, esta investigação, enquadrada numa perspetiva sociocognitiva, visa perceber de que forma as ferramentas digitais podem ser um recurso para a regulação da aprendizagem em alunos do 3º ciclo do Ensino Básico. Para concretizar este objetivo, apresentam-se quatro estudos interligados realizados numa escola secundária com 3º ciclo do Ensino Básico que permitem, através do cruzamento de dados, métodos e técnicas de investigação, compreender as perspetivas dos professores e dos alunos sobre a autorregulação da aprendizagem em ambientes apoiados pela tecnologia. O primeiro estudo teve como objetivos compreender quais as perceções dos professores sobre a utilização das TIC na gestão do processo de ensino e de aprendizagem e ainda promover a reflexão sobre o nível de maturidade no uso dessas mesmas tecnologias. Após a apresentação do perfil da escola no primeiro estudo, o segundo pretendeu identificar quais as ferramentas digitais mais utilizadas no processo de ensino e de aprendizagem por alunos e por professores. Em consonância com as conclusões dos dois primeiros estudos, o terceiro pretendeu entender de que forma os alunos reportam como autorregulam a aprendizagem quando utilizam o Moodle para fins de estudo. O quarto e último estudo pretendeu investigar a relação entre a perceção dos alunos sobre o planeamento, execução e autorreflexão da aprendizagem evidenciada no terceiro estudo e a seleção de determinado tipo de recursos e atividades da plataforma Moodle. Os instrumentos construídos no âmbito desta investigação podem contribuir para: promover a reflexão dos docentes sobre o uso das TIC e o nível de maturidade da escola sobre esse mesmo uso; perceber como os alunos reportam a autorregulação da sua aprendizagem; identificar quais os recursos e atividades mais selecionados na plataforma Moodle no âmbito da planificação, desempenho e autorreflexão. No geral, os resultados realçaram as variáveis da regulação da aprendizagem dependentes da escola, dos professores e dos alunos. A investigação aponta pistas para intervenção a nível macro, meso e micro, bem como orientações e sugestões para estratégias de ensino e de aprendizagem em ambientes apoiados pela tecnologia.
Promoting meaningful and autonomous learning experiences in technology-supported learning environments to empower students with lifelong self-regulation skills is a daily challenge for schools and teachers in order. The different national and international initiatives which enabled schools to be equipped with digital tools has led to investigations concerning the teaching and learning processes, namely with regards to the regulation of learning in these environments. Reflection on the advantages and constraints of the use of technology in schools can contribute to the development of educational strategies that allow professionals to promote opportunities for student decision making during the learning process. Research has mainly focused on tools such as Moodle, which enable the personalization of learners' learning and sharing, especially in higher education. Moreover, studies developed within the context of primary and secondary schools, have highlighted a curricular underutilization of digital tools for the development of self-regulatory competences. The current investigation is based on the socio-cognitive perspective and seeks to understand how digital tools can be a resource for the regulation of learning in middle school students (third cycle of basic education). To achieve this objective, four studies are presented with cross-sectional data from a secondary school with a 3rd cycle of Basic Education that allow to understand the perspectives of teachers and students about the self-regulation of learning in environments supported by technology. The first study aimed to understand the teachers' perceptions about the use of ICT in the management of the teaching and learning process and also to promote reflection regarding the level of maturity in the use of ICTs. After presenting the profile of the school, the second study sought to identify which digital tools are most used in the teaching and learning process by students and teachers. In agreement with the conclusions of the first two studies, the third one to understand how the students reported how they self-regulated their learning when they used Moodle for study purposes. The fourth and final study aimed to investigate the relationship between the students' perception of their planning, execution and self-reflection (evidence from the third study) and activities of the Moodle platform. The instruments constructed within the scope of this research can contribute to promoting teachers' reflection on the use of ICT and the level of ICT maturity of the school; perceiving how students report the self regulation of their learning; and identifying the most selected resources and activities in the Moodle platform within the scope of planning, performance and self-reflection. Overall, the results highlighted the variables of the regulation of learning which are dependent on school, teachers and students. The research points to macro, meso and micro intervention cues, as well as guidelines and suggestions for teaching and learning strategies in technology-supported environments.
Promoting meaningful and autonomous learning experiences in technology-supported learning environments to empower students with lifelong self-regulation skills is a daily challenge for schools and teachers in order. The different national and international initiatives which enabled schools to be equipped with digital tools has led to investigations concerning the teaching and learning processes, namely with regards to the regulation of learning in these environments. Reflection on the advantages and constraints of the use of technology in schools can contribute to the development of educational strategies that allow professionals to promote opportunities for student decision making during the learning process. Research has mainly focused on tools such as Moodle, which enable the personalization of learners' learning and sharing, especially in higher education. Moreover, studies developed within the context of primary and secondary schools, have highlighted a curricular underutilization of digital tools for the development of self-regulatory competences. The current investigation is based on the socio-cognitive perspective and seeks to understand how digital tools can be a resource for the regulation of learning in middle school students (third cycle of basic education). To achieve this objective, four studies are presented with cross-sectional data from a secondary school with a 3rd cycle of Basic Education that allow to understand the perspectives of teachers and students about the self-regulation of learning in environments supported by technology. The first study aimed to understand the teachers' perceptions about the use of ICT in the management of the teaching and learning process and also to promote reflection regarding the level of maturity in the use of ICTs. After presenting the profile of the school, the second study sought to identify which digital tools are most used in the teaching and learning process by students and teachers. In agreement with the conclusions of the first two studies, the third one to understand how the students reported how they self-regulated their learning when they used Moodle for study purposes. The fourth and final study aimed to investigate the relationship between the students' perception of their planning, execution and self-reflection (evidence from the third study) and activities of the Moodle platform. The instruments constructed within the scope of this research can contribute to promoting teachers' reflection on the use of ICT and the level of ICT maturity of the school; perceiving how students report the self regulation of their learning; and identifying the most selected resources and activities in the Moodle platform within the scope of planning, performance and self-reflection. Overall, the results highlighted the variables of the regulation of learning which are dependent on school, teachers and students. The research points to macro, meso and micro intervention cues, as well as guidelines and suggestions for teaching and learning strategies in technology-supported environments.
Description
Tese de doutoramento, Educação (Tecnologias de Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2018
Keywords
Teses de doutoramento - 2018 Auto-regulação da aprendizagem Moodle Recursos educativos