Palavras chave
Métodos mistos, e-pesquisa, tecnologias, design de aprendizagem, pesquisa educacional, estudo de caso, revisão de literatura, técnica Delphi
Resumo
Atualmente, as tecnologias desempenham um papel fundamental nos processos de pesquisa educacional, especialmente quando são realizados projetos complexos ou a partir de perspectivas integradoras (quantitativas e qualitativas). As facilidades oferecidas por novas ferramentas e dispositivos tecnológicos influenciam constantemente a forma como a pesquisa educativa é levada a cabo. Por conseguinte, essa crescente importância da tecnologia para a pesquisa educacional exige uma reflexão mais profunda, não apenas sobre seus benefícios evidentes, mas também sobre seus possíveis inconvenientes e limitações. Neste artigo, explora-se essa tensão em um projeto de pesquisa a partir de uma estratégia mista centrada na identificação e compreensão das barreiras que impedem a adoção de ferramentas/métodos de Design de Aprendizagem, um problema importante no campo da aprendizagem aprimorada pela tecnologia [Technology Enhanced Learning]. Diferentes atores (professores e pesquisadores) participaram de um projeto de pesquisa que inclui uma revisão sistemática de literatura, técnica Delphi e um estudo de caso, gerando um projeto muito articulado com tecnologias para cada fase. No documento descrevem-se as principais repercussões metodológicas das tecnologias empregadas nos diferentes métodos aplicados e na pesquisa em geral. As conclusões do documento destacam que, embora as tecnologias sustentem em grande medida um alto nível de complexidade e ajudem a articular o próprio desenho, também podem dar lugar a resultados superficiais ou tendenciosos.
Referências
Asensio-Pérez, J.I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L.P., Persico, D., & Villagrá-Sobrino, S.L. (2017). Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and teacher professional development. Computers & Education, 114, 92-116. https://doi.org/10.1016/j.compedu.2017.06.011
Link DOI | Link Google Scholar
Balacheff, N., Ludvigsen, S., de-Jong, T., Lazonder, A., & Barnes, S. (2009). Technology- enhanced learning: Principles and products. Springer. https://doi.org/10.1007/978-1-4020-9827-7
Link DOI | Link Google Scholar
Bennett, S., Agostinho, S., & Lockyer, L. (2017). The process of designing for learning: Understanding university teachers’ design work. Educational Technology Research and Development, 65(1), 125-145. https://doi.org/10.1007/s11423-016-9469-y
Link DOI | Link Google Scholar
Bottino, R.M., Ott, M., & Tavella, M. (2011). Scaffolding pedagogical planning and the design of learning activities: An on-line system. International Journal of Knowledge Society Research, 2(1), 84-97. https://doi.org/10.4018/jksr.2011010107
Link DOI | Link Google Scholar
Cole, Z.D., Donohoe, H.M., & Stellefson, M.L. (2013). Internet-based Delphi research: Case based discussion. Environmental Management, 51(3), 511-523. https://doi.org/10.1007/s00267-012-0005-5
Link DOI | Link Google Scholar
Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Sage. https://doi.org/10.5539/elt.v12n5p40
Link DOI | Link Google Scholar
Dagnino, F.M., Dimitriadis, Y.A., Pozzi, F., Asensio?Pérez, J.I., & Rubia?Avi, B. (2018). Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey. British Journal of Educational Technology, 49(6), 998-1013. https://doi.org/10.1111/bjet.12695
Link DOI | Link Google Scholar
Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458-467. https://doi.org/10.1287/mnsc.9.3.458
Link DOI | Link Google Scholar
Dimitriadis, Y., & Goodyear, P. (2013). Forward-oriented design for learning: Illustrating the approach. Research in Learning Technology Supplement, 21, 1-13. https://doi.org/10.3402/rlt.v21i0.20290
Link DOI | Link Google Scholar
Duca, D., & Metzler, K. (2019). The ecosystem of technologies for social science research (White paper). Sage. https://doi.org/10.4135/wp191101
Link DOI | Link Google Scholar
Duval, E., Sharples, M., & Sutherland, R. (2017). Technology enhanced learning: Research themes. Springer. https://doi.org/10.1007/978-3-319-02600-8
Link DOI | Link Google Scholar
Ertmer, P.A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182. https://doi.org/10.1016/j.compedu.2012.10.008
Link DOI | Link Google Scholar
Fielding, N.G. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136. https://doi.org/10.1177/1558689812437101
Link DOI | Link Google Scholar
Goodyear, P., & Retalis, S. (2010). Technology-enhanced learning: Design patterns and pattern languages. Sense Publishers. https://doi.org/10.1163/9789460910623
Link DOI | Link Google Scholar
Greene, J.C. (2007). Mixed methods in social inquiry. John Wiley & Sons. https://bit.ly/2Whl3Cq
Link Google Scholar
Hai-Jew, S. (2015). Enhancing qualitative and mixed methods research with technology. Hershey, PA: Information Science reference. IGI Global. https://doi.org/10.4018/978-1-4666-6493-7
Link DOI | Link Google Scholar
Hernández-Leo, D., Asensio-Pérez, J.I., Derntl, M., Pozzi, F., Chacón-Pérez, J., Prieto, L.P., & Persico, D. (2018). An integrated environment for learning design. Frontiers in ICT, 5, 9. https://doi.org/10.3389/fict.2018.00009
Link DOI | Link Google Scholar
Hernández-Leo, D., Chacón, J., Prieto, L.P., Asensio-Pérez, J.I., & Derntl, M. (2013) Towards an Integrated Learning Design Environment. In D. Hernández-Leo, T. Ley, R. Klamma, A. Harrer (Eds.), Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science (pp. 448–453). Springer. https://doi.org/10.1007/978-3-642-40814-4_37
Link DOI | Link Google Scholar
Hesse-Biber, S., & Griffin, A.J. (2013). Internet-mediated technologies and mixed methods research: Problems and prospects. Journal of Mixed Methods Research, 7(1), 43-61. https://doi.org/10.1177/1558689812451791
Link DOI | Link Google Scholar
Katsamani, M., & Retalis, S. (2013). Orchestrating learning activities using the CADMOS learning design tool. Research in Learning Technology, 21, 1-12. https://doi.org/10.3402/rlt.v21i0.18051
Link DOI | Link Google Scholar
Kitchenham, B., & Charters, S. (2007). Guidelines for performing Systematic Literature reviews in Software Engineering. EBSE Technical Report EBSE-2007-01. University of Durham. https://bit.ly/2LdFTMG
Link Google Scholar
Landeta, J., (2006). Current validity of the Delphi method in social sciences. Technological Forecasting and Social Change, 73(5), 467-482. https://doi.org/10.1016/j.techfore.2005.09.002
Link DOI | Link Google Scholar
Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology. Routledge. https://doi.org/10.4324/9780203125083
Link DOI | Link Google Scholar
Lockyer, L., Bennett, S., Agostinho, S., & Harper, B (2009). Handbook of research on learning design and learning objects: Issues applications and technologies. Hershey. https://doi.org/10.4018/978-1-59904-861-1
Link DOI | Link Google Scholar
Mor, Y., Craft, B., & Hernández-Leo, D. (2013). The art and science of learning design. Research in Learning Technology, 21(22513), pp. 1-8. https://doi.org/10.3402/rlt.v21i0.22513
Link DOI | Link Google Scholar
Neumann, S., Klebl, M., Griffiths, D., Hernández-Leo, D., De-la-Fuente-Valentín, L., Hummel, H., Brouns, F., Derntl, M., & Oberhuemer, P (2010). Report of the results of an IMS learning design expert workshop. International Journal of Emerging Technologies in Learning, 5(1), 58-72. https://doi.org/10.3991/ijet.v5i1.1045p
Link DOI | Link Google Scholar
Orlikowski, W.J., & Baroudi, J.J. (1991). Studying information technology in organizations: Research approaches and assumptions. Information Systems Research, 2(1), 1-28. https://doi.org/10.4135/9781849209687.n4
Link DOI | Link Google Scholar
Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B., Dimitriadis, Y., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M., & Walmsley, H. (2013). Learning design Rashomon I – Supporting the design of one lesson through different approaches. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.20224
Link DOI | Link Google Scholar
Pozzi, F., Asensio-Perez, J.I., Ceregini, A., Dagnino, F.M., Dimitriadis, Y., & Earp, J. (2020). Supporting and representing Learning Design with digital tools: In between guidance and flexibility. Technology, Pedagogy and Education, 29(1), 109-128. https://doi.org/10.1080/1475939X.2020.1714708
Link DOI | Link Google Scholar
Roztocki, N. (2001). Using internet-based surveys for academic research: Opportunities and problems. Proceedings of the 2001 American Society of Engineering Management (ASEM) National Conference. Huntsville, AL, October 11-13, 2001. (pp. 290-295). https://bit.ly/3chRJ51
Link Google Scholar
Rubia-Avi, B., & Guitert-Catasús, M. (2014). Revolution in education: Computer support for collaborative learning. [¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales (CSCL)]. Comunicar, 42, 10-14. https://doi.org/10.3916/C42-2014-a2
Link DOI | Link Google Scholar
Stake, R.E. (2005). Multiple case study analysis. Guilford Press. https://bit.ly/3fBGfuv
Link Google Scholar
Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology and Society, 7(4), 201-213. https://bit.ly/2LbHBhT
Link Google Scholar
Fundref
Technical information
Recebido: 28-02-2020
Revisado: 16-03-2020
Aceite: 27-04-2020
OnlineFirst: 15-06-2020
Data de publicação: 01-10-2020
Tempo de revisão do artigo: 17 dias | Tempo médio de revisão do número 65: 36 dias
Tempo de aceitação do artigo: 58 dias | Tempo médio de aceitação do número 65: 78 dias
Tempo de edição da pré-impressão: 170 dias | Tempo médio de edição pré-impressão do número 65: 190 dias
Tempo de processamento do artigo: 215 dias | Tempo médio de processamento do número 65: 235 dias
Métricas
Métricas deste artigo
Vistas: 21983
Leituras dos resumos: 19807
Descargas em PDF: 2176
Métricas completas do Comunicar 65
Vistas: 251264
Leituras dos resumos: 215619
Descargas em PDF: 35645
Citado por
Citas em Web of Science
Palominos Bastias, Marcelo; Marcelo Garcia, Carlos;. Use of digital technologies to meet special educational needs in the teaching training of differential teachers PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION , 2021.
https://doi.org/10.12795/pixelbit.78020
Citas em Scopus
Bastias, M.P., García, C.M. . Use of digital technologies to meet special educational needs in the teaching training of differential teachers | [Uso de tecnologías digitales para atender Necesidades Educativas Especiales en la Formación docente del educador Diferencial]), Pixel-Bit, Revista de Medios y Educacion, .
https://doi.org/10.12795/PIXELBIT.78020
Citas em Google Scholar
Bastias, M. R. P., & García, C. M. (2021). Uso de tecnologías digitales para atender necesidades educativas especiales en la formación docente del educador diferencial. Píxel-Bit. Revista de Medios y Educación, 61, 231-256.
https://recyt.fecyt.es/index.php/pixel/article/view/78020
Francesca-M. Dagnino, Génova (Itália)
