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Abstract(s)
A instantaneidade que caracteriza a era digital associada às contínuas novidades tecnológicas alteram o funcionamento da sociedade, imprimindo também uma dinâmica de transformação na educação. As Instituições do Ensino Superior (IES) tornaram-se sem muros e os processos de inovação na aprendizagem e novas abordagens no pensamento pedagógico passaram, em muitas circunstâncias, a ser mediadas por Tecnologias da Informação e Comunicação (TIC).
Num contexto em que as IES têm procurado executar uma linguagem pedagógica adequada à aprendizagem intercedida pelas diversas plataformas disponíveis, os Learning Management Systems (LMS) tornaram-se nas plataformas mais usadas no processo de ensino aprendizagem, sendo a face mais visível da utilização das TIC nas IES. Diante desta realidade, partindo do caso Universidade Católica Portuguesa - Centro Regional do Porto (Católica-Porto), procurou-se identificar e descrever a morfologia da adequação e exploração da tecnologia LMS no ensino universitário. A descrição teve como foco o uso do campus online da Católica – Porto através da perspetiva de uso atual e de uso futuro.
O desenho da investigação teve como base a problemática da morfologia de adequação e utilização dos LMS no ensino universitário assumindo um cariz qualitativo e quantitativo justificado pelos objetivos descritivos do estudo, na medida em que se procurou aferir a percepção dos professores e estudantes utilizando um questionário adptado do Online Learning Environment Survey (OLLES) relativamente às dimensões que o compõem dada a complexidade do Virtual Learning Environment (VLE). Utilizamos técnicas estatísticas descritivas para analisar as respostas dos estudantes e dos professores, e confrontamo-las com os dados de uso do LMS da Católica-Porto.
Os resultados indicam que a Católica-Porto integrou o LMS em todos desenhos pedagógicos e o ensino presencial é o que mais explora esta tecnologia. O primeiro ciclo de estudos e a área de ciências sociais e humanas são os que mais utilizam a tecnologia LMS. O estudo mostra ainda que as dimensões interação professor e estudante, aprendizagem social entre estudantes, avaliação realizada online, contéudos disponíveis online, e tecnologia usada em sala de aula levam os professores e estudantes a considerarem útil, pedagogicamente o LMS. As perspetivas dos professores e estudantes quando confrontadas com os dados de uso do LMS, permite clarificar que, apesar de uma tendência crescente na exploração da plataforma e no aumento de uso dos dispositivos móveis, a exploração do LMS, nas suas múltiplas funcionalidades, ainda está aquém das potencialidades.
Deste trabalho podem ser retirados contributos no sentido de intensificar o uso do LMS maximizando o aproveitamento dos aparelhos moveis e de todos os itens que ilustram o potencial do LMS, para serem usados em qualquer um dos desenhos pedagógicos, face ao seu caracter síncrono e assíncrono e permite acrescentar aos mecanismos de gestão da tecnologia novas dimensões de medida.
The instantaneity that characterizes the digital age associated with technological innovations alters the functioning of society, imparting a dynamic of transformation in education. The Institutions of Higher Education (IES) have become without walls and the processes of innovation in learning and new approaches in pedagogical thinking are now mediated by Information and Communication Technologies (ICT). In a context in which HEIs have sought to implement a pedagogical language appropriate to the learning interceded by the various platforms available, Learning Management Systems (LMS) have become the most used platforms in the teaching-learning process, being the most visible aspect of the use of ICT in HEIs. In view of this reality, from the case of Universidade Católica Portuguesa - Porto Regional Center (Católica-Porto), the aim was to identify and describe the morphology of the adequacy and exploitation of LMS technology in university education. The description focused on the use of the online campus of Católica - Porto through the perspective of current use and future use. The research design was based on the morphology of the adequacy and utilization of LMS in university education, assuming a qualitative and quantitative character, justified by the descriptive objectives of the study, as it was sought to measure the perception of teachers and students using an adptado questionnaire of the Online Learning Environment Survey (OLLES) in terms of the dimensions that make up it given the complexity of the Virtual Learning Environment (VLE). We used descriptive statistical techniques to analyze the students 'and teachers' responses, and we compare them with the LMS usage data from Catholic-Porto. The results indicate that Catholic-Porto integrated the LMS in all pedagogical designs and face-to-face teaching is what explores this technology. The first cycle of studies and the area of social and human sciences are those that use LMS technology the most. Although the dimensions of teacher and student interactions, social learning among students, online assessment, content available online, and technology used in the classroom, teachers and students consider the LMS to be pedagogically useful. The perspectives of teachers and students when confronted with the data of use of the LMS it is verified that although a growing tendency in the platform and the increase of use of the mobile devices the exploration of the LMS still falls short of its potentialities. From this work can be extracted contributions to intensify the use of LMS maximizing the use of mobile devices and all items that illustrate the potential of the LMS to be used in any of the pedagogical drawings in view of their synchronous and asynchronous character.
The instantaneity that characterizes the digital age associated with technological innovations alters the functioning of society, imparting a dynamic of transformation in education. The Institutions of Higher Education (IES) have become without walls and the processes of innovation in learning and new approaches in pedagogical thinking are now mediated by Information and Communication Technologies (ICT). In a context in which HEIs have sought to implement a pedagogical language appropriate to the learning interceded by the various platforms available, Learning Management Systems (LMS) have become the most used platforms in the teaching-learning process, being the most visible aspect of the use of ICT in HEIs. In view of this reality, from the case of Universidade Católica Portuguesa - Porto Regional Center (Católica-Porto), the aim was to identify and describe the morphology of the adequacy and exploitation of LMS technology in university education. The description focused on the use of the online campus of Católica - Porto through the perspective of current use and future use. The research design was based on the morphology of the adequacy and utilization of LMS in university education, assuming a qualitative and quantitative character, justified by the descriptive objectives of the study, as it was sought to measure the perception of teachers and students using an adptado questionnaire of the Online Learning Environment Survey (OLLES) in terms of the dimensions that make up it given the complexity of the Virtual Learning Environment (VLE). We used descriptive statistical techniques to analyze the students 'and teachers' responses, and we compare them with the LMS usage data from Catholic-Porto. The results indicate that Catholic-Porto integrated the LMS in all pedagogical designs and face-to-face teaching is what explores this technology. The first cycle of studies and the area of social and human sciences are those that use LMS technology the most. Although the dimensions of teacher and student interactions, social learning among students, online assessment, content available online, and technology used in the classroom, teachers and students consider the LMS to be pedagogically useful. The perspectives of teachers and students when confronted with the data of use of the LMS it is verified that although a growing tendency in the platform and the increase of use of the mobile devices the exploration of the LMS still falls short of its potentialities. From this work can be extracted contributions to intensify the use of LMS maximizing the use of mobile devices and all items that illustrate the potential of the LMS to be used in any of the pedagogical drawings in view of their synchronous and asynchronous character.
Description
Keywords
Processo de ensino e aprendizagem Teorias de aprendizagem Inovação Tecnologias da informação e comunicação Learning management systems Teaching and learning process Learning theories Innovation Information and communication technologies