Aprendendo com a virtualidade no modelo de sala de aula invertida: uma experiência na educação universitária
DOI:
https://doi.org/10.35622/j.ti.2022.02.003Palavras-chave:
ambientes virtuais de aprendizagem, sala de aula invertida, TIC, virtualidadeResumo
O objetivo foi analisar a aprendizagem da virtualidade no modelo de sala de aula invertida que foi usado no Mestrado em Administração de Micro, Pequenas e Médias Empresas da Universidade Autônoma de Sinaloa para identificar os ambientes virtuais de aprendizagem mais adequados. Com uma abordagem qualitativa, exploratória e descritiva, foi desenvolvida análise documental, sob o método etnográfico e pesquisa-ação, observação participante, uma pesquisa de conveniência com um questionário do teste Alpha de Cronbach e entrevistas com uma amostra de 18 alunos. nível de 95%. Os resultados mostram que em Sinaloa não há capilaridade digital e nem todos os mestrandos têm conectividade para desenvolver o modelo de sala de aula invertida. Após a pandemia, os alunos consideram que é um modelo que potência o desenvolvimento da sua aprendizagem e reforça as competências de autogestão, autorregulação e autoeficácia nos diferentes ambientes virtuais de aprendizagem. A maturidade digital dos alunos oferece argumentos para definir a transformação virtual nos programas de pós-graduação da Universidade. A hipótese de que os alunos de pós-graduação rejeitam o modelo como produto do ceticismo e da intolerância é descartada; mas sim, pela falta de equipamentos tecnológicos especializados e pela falta de conectividade.
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