Palavras chave

Aprendizagem autônoma, avaliação formativa, feedback automático, ensino superior, questionários online, blended learning, inovação, perspectiva estudantil.

Resumo

As ferramentas tecnológicas impregnam o cenário do ensino superior. Contudo, sua mera introdução não é garantia de qualidade instrucional. Este artigo expõe os resultados de um projeto de inovação para fomentar a aprendizagem autônoma na graduação em Educação Infantil e Primária. Durante um semestre, todos os calouros puderam usar um sistema de aprendizagem autônoma na plataforma online institucional (MOODLE), e que possibilita um feedback formativo automático. O sistema fazia parte de um complexo programa de avaliação formativa. São apresentados resultados referentes a dois aspectos: o uso real dos estudantes e a avaliação final do sistema por parte deles. A análise quantitativa descritiva centra-se na perspectiva do estudante para avaliar a adequação das decisões pedagógicas tomadas. Os resultados indicam que os estudantes necessitam de certos limites para poderem organizar melhor sua própria aprendizagem, se o objetivo é potencializar a qualidade da inovação proposta. Estes limites se concretizam em variáveis tais como o tempo de acessibilidade e a limitação de tentativas de prática. Quanto ao tempo, deve-se observar a duração adequada da oferta do sistema: tanto o excesso quanto a falta de tempo afetam sua utilização pelos estudantes. Com relação ao número de tentativas, a restrição é preferível à prática livre.

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Technical information

Recebido: 30-09-2016

Revisado: 25-11-2016

Aceite: 05-12-2016

OnlineFirst: 15-02-2017

Data de publicação: 01-04-2017

Tempo de revisão do artigo: 56 dias | Tempo médio de revisão do número 51: 52 dias

Tempo de aceitação do artigo: 66 dias | Tempo médio de aceitação do número 51: 121 dias

Tempo de edição da pré-impressão: 138 dias | Tempo médio de edição pré-impressão do número 51: 193 dias

Tempo de processamento do artigo: 183 dias | Tempo médio de processamento do número 51: 238 dias

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Remesal, A., Colomina, R., Mauri, T., & Rochera, M. (2017). Online questionnaires use with automatic feedback for e-innovation in university students. [Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitario]. Comunicar, 51, 51-60. https://doi.org/10.3916/C51-2017-05

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