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O Modelo Híbrido de Ensino-aprendizagem: o caso do curso de Mestrado em TIC na Educação e Formação do IPB
| Name: | Description: | Size: | Format: | |
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| 4.18 MB | Adobe PDF |
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Abstract(s)
Nas últimas décadas, o avanço tecnológico tem impulsionado profundas transformações nos modelos didático-pedagógicos, com destaque para o modelo de ensino-aprendizagem híbrido (b-learning). Esta modalidade, que conjuga tanto componentes presenciais quanto online, tem vindo a ganhar relevância nos contextos académicos, sobretudo em virtude da pandemia de COVID-19, como alternativa estratégica, adaptando-se às exigências da sociedade, bem como orientando-se para o desenvolvimento de competências técnico-científicas essenciais no século XXI. Foi neste sentido que surgiu o interesse pelo presente estudo, investigando o seu impacto da sua implementação no curso de Mestrado em TIC na Educação e Formação do IPB, visando avaliar a qualidade do processo de ensino-aprendizagem e a satisfação dos estudantes, em relação ao mesmo. Através de um estudo de caso, com uma amostra de 22 inquiridos, procedeu-se à recolha de dados qualitativos e quantitativos mediante entrevistas e questionários, posteriormente submetidos a uma análise rigorosa, recorrendo aos softwares WebQDA e SPSS, respetivamente. Realizou-se, igualmente, uma revisão sistemática da literatura referente ao tema em estudo, com recurso ao aplicativo Web Rayyan, fundamentando assim, o referencial teórico.
Os resultados alcançados mostraram claramente que este modelo de ensino-aprendizagem ofereceu uma maior flexibilidade e acessibilidade aos estudantes, tendo alcançado uma avaliação positiva no seio da comunidade académica, participante do estudo. Não obstante, identificaram-se áreas de melhoria, nomeadamente no que tange ao suporte técnico, à calendarização e equilíbrio entre as sessões online e presenciais, à formação tecnológica contínua dos docentes, ao apoio técnico aos alunos, e à inovação tecnológica e pedagógica, entre outras. Conclui-se que o modelo híbrido foi eficiente, no contexto do curso estudado, porém requer aperfeiçoamentos contínuos, a fim de tornar a experiência dos estudantes mais satisfatória e a aprendizagem muito mais significativa.
In recent decades, technological advances have driven profound changes in teaching and learning models, particularly the hybrid (b-learning) model. Combining face-to-face and online components, this modality has gained relevance in academic contexts, particularly due to the demands of society during the ongoing pandemic. It provides a strategic alternative that focuses on developing technical and scientific skills essential in the 21st century. Interest in the present study arose in this context, investigating the impact of implementing the model on the Master's course in ICT in Education and Training at IPB, intending to evaluate the quality of the teachinglearning process and student satisfaction. Through a case study, with a sample of 22 respondents, qualitative and quantitative data were collected via interviews and forms, subsequently subjected to rigorous analysis using WebQDA and SPSS software. A systematic literature review on the subject was also conducted using Rayyan, providing the theoretical framework. The results revealed that this teaching-learning model offered greater flexibility and accessibility, achieving a positive evaluation within the academic community participating in the study. Nevertheless, areas for improvement were identified, including technical support, optimisation of scheduling and balance between online and face-to-face sessions, continuous technological training for teachers, technical support for students, and technological and pedagogical innovation, among others. It is concluded that, the hybrid model is effective but requires continuous improvements to make the student experience more satisfactory and learning more meaningful.
In recent decades, technological advances have driven profound changes in teaching and learning models, particularly the hybrid (b-learning) model. Combining face-to-face and online components, this modality has gained relevance in academic contexts, particularly due to the demands of society during the ongoing pandemic. It provides a strategic alternative that focuses on developing technical and scientific skills essential in the 21st century. Interest in the present study arose in this context, investigating the impact of implementing the model on the Master's course in ICT in Education and Training at IPB, intending to evaluate the quality of the teachinglearning process and student satisfaction. Through a case study, with a sample of 22 respondents, qualitative and quantitative data were collected via interviews and forms, subsequently subjected to rigorous analysis using WebQDA and SPSS software. A systematic literature review on the subject was also conducted using Rayyan, providing the theoretical framework. The results revealed that this teaching-learning model offered greater flexibility and accessibility, achieving a positive evaluation within the academic community participating in the study. Nevertheless, areas for improvement were identified, including technical support, optimisation of scheduling and balance between online and face-to-face sessions, continuous technological training for teachers, technical support for students, and technological and pedagogical innovation, among others. It is concluded that, the hybrid model is effective but requires continuous improvements to make the student experience more satisfactory and learning more meaningful.
Description
Keywords
Híbrido B-learning TIC Ensino Satisfação Flexibilidade