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Abstract(s)
O uso crescente de tecnologias de informações nas escolas para ensinos presenciais e a distância é uma realidade hoje em dia. Assim, este trabalho visou conduzir estudos sobre o efeito na aprendizagem ao utilizar-se estas novas formas de compartilhar conhecimento. Mais especificamente, buscou-se investigar a existência de diferenças relevantes na eficácia do ensino/aprendizagem à distância com simuladores e objetos de aprendizagem em relação ao sistema presencial, buscou-se, ainda, investigar se a maturidade dos alunos influenciaria nesta experiência para os alunos do ensino médio e superior do Instituto Federal de Ciência e Tecnologia do Triângulo Mineiro. Para tal, adotou-se a investigação quase-experimental com a condução de aulas presenciais para metade da turma e aulas a distância para a outra metade com o mesmo conteúdo programático. Para o grupo experimental com ensino a distância, como única diferença, aplicou-se tecnologia de informação e comunicação com programas simuladores. O corpus de pesquisa foi coletado, analisado e comparado, avaliando a discrepância do ensino e da aprendizagem nos dois grupos estudados. Refletiu-se, também, sobre os ganhos no desempenho dos alunos e as dificuldades apresentadas nas duas modalidades. A evolução na aprendizagem de todos os alunos foi confirmada pelo cálculo dos ganhos brutos, relativos e a submissão estatística de toda amostragem que demonstrou que a maturidade dos alunos de faixas etárias diferentes não influencia no ensino/aprendizagem. Ainda, observou-se o desempenho do grupo presencial com vantagens em relação ao grupo de ensino remoto. Fato constatado e analisado na experiência como uma deficiência que deveria ter sido mais trabalhada nas instruções para maior familiarização dos alunos com as ferramentas de comunicações, do software de simulação e, também, na abordagem pedagógica da aula a distância. Apesar disto, a formulação da aula experimental de forma inédita e atraente estimulou o interesse e curiosidade dos alunos.
The increasing use of information technologies in school’s classrooms and in distance education has already become a reality. Therefore, this work aimed to conduct studies on the effects on learning when applying these new ways of sharing knowledge. More specifically, it was investigated the existence of relevant differences in efficacy between distance learning/education with simulators and traditional learning system with undergraduate students from Instituto Federal de Ciência e Tecnologia do Triângulo Mineiro. For that, it was adopted quasi-experimental investigation by conducting traditional classes to half group while the other half was engaged in distance classes with the same class content applied. Information and Communication Technologies with simulation software’s were used in e-learning classes. The corpus of research was collected, analysed and compared by assessing learning and education discrepancies in two groups studied. Reflections on student’s development positive outcomes and difficulties faced by students in both groups were made. The evolution in the learning of all the students was confirmed by the calculation of the gross and relative gains and the statistical submission of all the sample that demonstrated that the maturity of the students of different age groups does not influence the teaching / learning. Also, the performance of the classroom group with advantages over the remote teaching group was observed. This fact was verified and analysed in the experience as a deficiency that should have been more elaborated in the instructions for a greater familiarization of the students with the communication tools, of the simulation software and also in the pedagogical approach of the distance learning class. Despite this, the formulation of the experimental class in an unprecedented and attractive way stimulated the interest and curiosity of the students.
The increasing use of information technologies in school’s classrooms and in distance education has already become a reality. Therefore, this work aimed to conduct studies on the effects on learning when applying these new ways of sharing knowledge. More specifically, it was investigated the existence of relevant differences in efficacy between distance learning/education with simulators and traditional learning system with undergraduate students from Instituto Federal de Ciência e Tecnologia do Triângulo Mineiro. For that, it was adopted quasi-experimental investigation by conducting traditional classes to half group while the other half was engaged in distance classes with the same class content applied. Information and Communication Technologies with simulation software’s were used in e-learning classes. The corpus of research was collected, analysed and compared by assessing learning and education discrepancies in two groups studied. Reflections on student’s development positive outcomes and difficulties faced by students in both groups were made. The evolution in the learning of all the students was confirmed by the calculation of the gross and relative gains and the statistical submission of all the sample that demonstrated that the maturity of the students of different age groups does not influence the teaching / learning. Also, the performance of the classroom group with advantages over the remote teaching group was observed. This fact was verified and analysed in the experience as a deficiency that should have been more elaborated in the instructions for a greater familiarization of the students with the communication tools, of the simulation software and also in the pedagogical approach of the distance learning class. Despite this, the formulation of the experimental class in an unprecedented and attractive way stimulated the interest and curiosity of the students.
Description
Keywords
Eficiência Ensino à distância Simulador Efficiency E-Learning Simulator