Objetos de aprendizagem interativos: participação e desempenho de estudantes de ciências
Due to the growing presence of digital technologies in day-to-day activities, reports of its use in education have been made in Brazil and abroad. The creation and use of increasingly interactive learning objects emerge as alternatives to the teaching materials commonly adopted in distance education...
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| Autores principales: | , , , |
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| Formato: | Artículo publishedVersion Avaliado pelos pares Pesquisa Empírica |
| Lenguaje: | Portugués |
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Universidade Estadual de Campinas
2014
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| Acceso en línea: | https://www.fe.unicamp.br/revistas/ged/etd/article/view/6459 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=br/br-049&d=article6459oai |
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| Sumario: | Due to the growing presence of digital technologies in day-to-day activities, reports of its use in education have been made in Brazil and abroad. The creation and use of increasingly interactive learning objects emerge as alternatives to the teaching materials commonly adopted in distance education such as instructional videos, texts and questionnaires. Aiming to contribute in this scenario, this work presents qualitative and quantitative results of participation and performance of students of the undergraduate blended science teaching course, that exists by a partnership between Universidade de São Paulo and Universidade Virtual do Estado de São Paulo, in the use of interactive learning objects based on situation-problems. Among other results, this work identifies a quantitative correlation between participation and evaluation, and between performance and evaluation. It also sets guidelines and strategies to promote the use and evaluation of these resources in distance learning and blended courses. |
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